DOCSLIB.ORG

Sub-Regional Workshop on Inclusive Education – Caribbean Inclusive Policies and Curricula in the Caribbean Antigua and Barbuda, 21-24 November, 2011

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Sub-Regional Workshop on Inclusive Education – Caribbean Inclusive Policies and Curricula in the Caribbean Antigua and Barbuda, 21-24 November, 2011 Sub-Regional Workshop on Inclusive Education – Caribbean Inclusive Policies and Curricula in the Caribbean Antigua and Barbuda, 21-24 November, 2011. Introduction This workshop, which was hosted by various UNESCO offices with support from the Ministry of Education, Antigua and Barbuda, was attended by twenty-four (24) representatives from fourteen (14) countries. The main facilitator and presenter was Mr. Renato Opertti, Head of Curriculum Unit, UNESCO IBE, Curriculum Focus, Geneva Switzerland. The size of the group coupled with the style of the presenter allowed for a very interactive workshop with many opportunities for sharing and discussion. The Aims of the workshop were to: - 1. Bring together senior management officials as well as curriculum planners and specialists; 2. Promote common understandings of a broadened concept of inclusive education and its implications for holistic education policy and curricular reforms; 3. Provide an interregional perspective; 4. Refine and conceptualize inclusive education policies and curricula to the Caribbean context especially in terms of strategies, institutional arrangements and programmes. Objectives Development objective : broaden access to and improve the quality of education in global terms and in the Caribbean region specifically. Specific objective : strengthen the national educational capacities to develop and implement inclusive policy and curricular frameworks, by (i) Establishing common conceptual understandings around holistic visions, experiences and strategies with regard to inclusive policies and curricula; (ii) Identifying, discussing and analyzing inclusive education policies, curricula, strategies, institutional arrangements and programmes in the Caribbean; (iii) Sharing and adapting existing guidance materials on inclusive education to the needs of the Caribbean region; and (iv) Supporting the development of international and inter-regional modalities for networking, information sharing and cooperation. Opening 1 Welcome remarks were given by Dr. Reginald Murphy, Secretary - General, UNESCO National Commission of Antigua and Barbuda which was then followed by a speech given by Mr. Renato Opertti, Head of Curriculum Unit, UNESCO IBE, Curriculum Focus, Geneva Switzerland. Mr. Opertti made the following points:- • Inclusive Ed today is at the core at the definition of EFA; • Quality and equity goes hand in hand; • Inclusive education is an opportunity to rethink our educational systems from mission to practice; • It implies democratizing the education system, not education for some, but for all. Assistant Acting Director of Education, Antigua, Ms. Doristeen Etinoff, also brought welcoming remarks and commented that research has shown that there are better results for all in countries where inclusive education is practiced and that data has also indicated that children with disabilities educated in the regular system are more likely to go on to the world of work. The Minister of Education, Youth and Gender Affairs, Antigua, Hon. Dr. Jacqui Quinn-Leandro in welcoming the participants made the following comments:- • Antigua launched a special education council last week so this workshop is timely; • Currently moving to Universal Secondary Education. o Inclusive Education • Maximising the potential of all children, greater opportunity; • Constant process of improving education; • Ongoing effort to identify and remove barriers; • Researchers have found that children learn and perform better when exposed to a wider range of approaches; • Opportunity to achieve high level through education along their peers. The participants from the various regions introduced themselves. The following countries were represented: • Antigua • St Vincent • Guyana • Barbados • Dominica • Bahamas • Jamaica 2 • St Kitts and Nevis • British Virgin Islands • Cayman Islands • Trinidad and Tobago • Curacao • Montserrat • Dutch St. Marteen Summary of Day 1 After the brief opening ceremony Mr. Opertti led the workshop into the process of developing a concept of inclusion. The following are some of the key elements that were highlighted that began to shift, adjust and clarify our understanding of Inclusive Education. Concept of Inclusion (key elements) 1. IE is a complex set of processes, moving through different levels all at the same time requiring a rethinking of relationships between school, community and society; 2. There is no unique model, tool or universal way of doing IE. There are different challenges. It is not about imitating but finding what is appropriate for your region and context; 3. It is about changing policies, practice and cultures- one cannot change without the other also being changed; 4. Not a destination that we arrive at but a never ending process… we are always striving to become more and more inclusive; 5. A strong look at outcomes disregards processes. Inclusive Education is not only about outcomes but processes are at the core; 6. Teacher education is very important, their preparedness and attitudes (openness to respect diversity of learners, needs and expectations). Reforming curriculum without moving teacher education from traditional to a modernized approach will not accomplish much. They are the ones who implement and must be seen as co-developers of curriculum. There must be buy in; 7. It is not about education of the average (there is no average, there are unique learners and so we must talk in terms of personalizing education). Defining Inclusive Education (key elements) • Effective learning opportunities for all, regardless of their context, situation, adversity, disadvantage; • Fairness, justice, engagement of stakeholders and learners; 3 • empowerment of learners in the process; • student welfare; • school reform at the core of the educational reform; • rethinking policy - education policy is at the same time a social policy, an economic policy; • separate projects will only help if they are within a larger policy framework. Paradigm of IE o Education seen as a universal right and public good • Implies a strong leadership capacity by the government • Government has to play a big role in bridging the gaps o Cycle of policies – it may be 20+ years for a policy to be developed; o Mindset training – much more beneficial to localize training at the school; o Practices – there are not best practices but many unique ways to deal with a situation – open minded to approaches. Key concepts – Special Education, Integration and Inclusive Education o Special Education • Attention for all students with special needs (disabilities); • Specialized schools; • Differentiated curriculum; • Special education teachers. (Personalisation of education, which is providing unique but not separate education, is needed). o Integration • Students with special needs integrated into the regular schools; • Improvement of infrastructure/equipment; • Special Education teachers and classes in regular schools. o Inclusion • Variety of learning strategies to accommodate diverse learners; • Education systems have to respond to the expectations, needs and learning styles of all children, youth and adults. 4 IE and Education for all (EFA) IE as the way to renew and accomplish EFA Four (4) core features of IE • Processes to address the diversity of expectations and needs of all students; • Identification and removal of all barriers to participation and learning; • Inclusive Education is about attendance, participation, and quality outcomes achieved for all students; • Support of those groups who are in risk of exclusion and marginalization. Summary of day 2 Education for all & Inclusive Education The traditional perspective of “Education for all” is one of access to education for children with disabilities and girls; Globally, we find that late entry, access and high dropout rates are barriers to education for all; In the Caribbean context entry is not so much a problem, but there are issues of access and dropouts; Inclusive Education is a mechanism for addressing these barriers. Three Levels of Inclusion 1. Presence - which children 2. Valued - children feel they can participate 3. Learning - achievement o Challenges to Inclusive Education (group discussion and presentation) Communication Elitism Local legislation Mindset Curriculum Inequity in resources Recognition of the problem Differentiation versus Inclusion 5 o What does “an inclusive school” mean? Groups were asked to discuss and present on what does “an inclusive school” mean to us. There were a lot of similarities in the views expressed. The following is a summary of the responses from the various groups. Philosophy and culture of inclusiveness Consensus Discussion Respect Individuality Learning assessment Flexible relevant curriculum Parent involvement Professional environment High expectations Development orientation Child seeking school o Closing remarks by Mr. Opertti Inclusive education is not simply accommodation Uniqueness of the person is the core of inclusive education. It requires educational system change Summary of day 3 Viewing of Introductory Video on Inclusive Education – St. Paul’s Primary, Manchester, U.K The right to education for all children, where opportunities to learn are provided in a safe and conducive environment, is one of the main guiding principles upon which this school operates. Interventions/approaches/areas of focus include • Inclusive curriculum • Participatory approach – working together • Peer support • Team work – pupils • Buddy approach – advance students take the place
Load more

Recommended publications
  • Living Conditions in Antigua and Barbuda: Poverty in a Services Economy in Transition
    August 2007 Living Conditions in Antigua and Barbuda: Poverty in a Services Economy in Transition Volume I – Main Report Prepared by Kairi Consultants Ltd in Association with the National Assessment Team of Antigua and Barbuda Living Conditions in Antigua and Barbuda: Poverty in a Services Economy in Transition Volume I – Main Report Submitted to: THE CARIBBEAN DEVELOPMENT BANK Submitted by: KAIRI CONSULTANTS LIMITED 14 Cochrane Street, Tunapuna, Trinidad and Tobago, West Indies Tel: 868 663 2677; Fax: 868 663 1442 Website: www.kairi.com In Association with: THE NATIONAL ASSESSMENT TEAM OF ANTIGUA AND BARBUDA Living Conditions in Antigua and Barbuda: Poverty in a Services Economy in Transition TABLE OF CONTENTS LIST OF TABLES ................................................................................................................................ VIII LIST OF FIGURES...............................................................................................................................XIV LIST OF BOXES .................................................................................................................................... XV LIST OF ABBREVIATIONS ..............................................................................................................XVI EXECUTIVE SUMMARY ................................................................................................................XVIII PART I: ANALYTICAL FRAMEWORK AND METHODOLOGY................................................1 CHAPTER 1 – INTRODUCTION ................................................................................................................2
    [Show full text]
  • Truancy: Causes, Effects, and Solutions
    St. John Fisher College Fisher Digital Publications Education Masters Ralph C. Wilson, Jr. School of Education 4-2010 Truancy: Causes, Effects, and Solutions Bill Rivers St. John Fisher College Follow this and additional works at: https://fisherpub.sjfc.edu/education_ETD_masters Part of the Education Commons How has open access to Fisher Digital Publications benefited ou?y Recommended Citation Rivers, Bill, "Truancy: Causes, Effects, and Solutions" (2010). Education Masters. Paper 107. Please note that the Recommended Citation provides general citation information and may not be appropriate for your discipline. To receive help in creating a citation based on your discipline, please visit http://libguides.sjfc.edu/citations. This document is posted at https://fisherpub.sjfc.edu/education_ETD_masters/107 and is brought to you for free and open access by Fisher Digital Publications at St. John Fisher College. For more information, please contact [email protected]. Truancy: Causes, Effects, and Solutions Abstract Truancy is a problem that is seriously affecting the overall success of the large urban school district, and in particular, the specific school in which I am employed. For the purpose of this paper, truancy will be defined as consecutive illegal absences from class or school. The purpose of the research is to develop a solution that can be proposed to my administrator in an effort to decrease, or eliminate truancy altogether and is to be initiated at the beginning of our next school year. Therefore, the first objective is to identify causes, effects, and solutions to truancy based on a review of literature. The second objective is to verify the causes of truancy in my school and compare these results with teacher opinions of the same causes.
    [Show full text]
  • Factors Influencing Truancy Among Public Senior Secondary School Students in Port Harcourt Metropolis, Rivers State: Implications for Counselling
    International Journal of Innovative Social & Science Education Research 8(4):98-118, Oct.-Dec., 2020 © SEAHI PUBLICATIONS, 2020 www.seahipaj.org ISSN: 2360-8978 Factors Influencing Truancy among Public Senior Secondary School Students in Port Harcourt Metropolis, Rivers State: Implications for Counselling 1Enwin, Innocent; 2Okirigwe, Nimi Uche, & 3Onu, Erinma Lovenda 1,2,3Department of Educational Foundations, Faculty of Education Rivers State University, Port Harcourt Email. [email protected], [email protected] Phone No. 08033108421, 080395330 ABSTRACT The study examined factors influencing truancy among public senior secondary school students in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State. Five research questions and five null hypotheses were stated and formulated to guide the study. The study used descriptive survey design. The population of the study was 39,725 respondents comprising of 37,798 students and 1,927 teachers from the 36 public senior secondary schools in Phalga and Obalga. Taro Yamen formular was used to determine the sample size of the study, which was 727 respondents (students = 396, teachers = 331). Stratified random sampling technique was employed to obtain this sample. The instrument used for data collection was a researcher constructed questionnaire tagged “Students and Teachers Opinion on Factors Influencing Truancy among public senior secondary school students Questionnaire”. The instrument was designed in a 4-Point rating scale of Very High Extent (VHE), High Extent (HE), Very Low Extent (VLE), and Low Extent (LE). Data were analyzed using mean and standard deviation while z-test was used to test the hypotheses at 0.05 level of significance. The study found that peer group, school environment, family background, and teachers‟ factors contributes greatly to student‟s level of truancy in senior secondary schools in Port Harcourt and Obio/Akpor Local Government Areas of Rivers State.
    [Show full text]
  • Skipping School (%)
    IN FOCUS education data education evidence education policy education analysis education statistics education data education35 evidence education policy Who are the school truants? • Across OECD countries, 18% of students skipped classes at least once in the two weeks prior to the PISA test, and 15% of students skipped a day of school or more over the same period. • Few students in high-performing school systems skip classes or days of school. • For students in OECD countries, skipping classes is associated with a 32-point lower score in mathematics, while skipping days of school is associated with a 52-point lower score. • Truancy is observed among all students, whether advantaged or disadvantaged. Teenagers will be teenagers; and in that uncertain territory between childhood and adulthood, rules will inevitably be broken. In many countries, this translates into student truancy. In others, however, 15-year-old students choose not to skip classes or days of school because they understand the importance of education, because their parents and teachers have nurtured their engagement with and at school, or because their school system ensures that truancy is not tolerated. Students who took part in PISA 2012 were asked to report how many times they skipped classes or days of school without authorisation in the two weeks prior to the PISA assessment. Across OECD countries, 18% of students skipped at least one class and 15% skipped at least an entire day of school without authorisation in the two weeks before the PISA test. In Argentina, Italy, Jordan and Turkey, 40% of students or more skipped at least one day of school, while in Argentina, Costa Rica, Greece, Latvia, Romania and Turkey, 40% of students or more skipped at least one class.
    [Show full text]
  • Differentiation Between School Attendance Problems: Why and How?
    CBPRA-00715; No of Pages 27: 4C Available online at www.sciencedirect.com ScienceDirect Cognitive and Behavioral Practice xx (2018) xxx-xxx www.elsevier.com/locate/cabp Differentiation Between School Attendance Problems: Why and How? David Heyne, Leiden University Malin Gren-Landell, Linköping University Glenn Melvin, Monash University Carolyn Gentle-Genitty, Indiana University School of Social Work School attendance problems (SAPs) are heterogeneous with respect to etiology and presentation. The long history of conceptualizing SAPs has led to a vast array of terms and definitions as well as different perspectives on the most helpful approach to classification. For educators, practitioners, researchers, and policymakers, this presents a challenge in understanding, assessing, and intervening with SAPs. This paper outlines evolution in the conceptualization of SAPs, focusing on two contemporary approaches to differentiating between them. One approach draws on the longstanding differentiation between SAP types labeled school refusal, truancy, and school withdrawal. A fourth type of SAP, labeled school exclusion, is also considered. The other approach focuses on the function of absenteeism, measured via the School Refusal Assessment Scale (SRAS). Anecdotal and scientific support for the SAP typology is presented, along with the benefits and shortcomings of the SRAS approach to differentiation. The paper offers suggestions for how to differentiate between SAPs and introduces the SNACK, a brief screening measure that permits differentiation by SAP type. 1 CHOOL is a central context for development. A youth’s Kearney, 2008a, 2008c; Maynard, Salas-Wright, Vaughn, & S absence from this context has the potential to create or Peters, 2012). In addition, professionals are confronted compound deviations in normal development.
    [Show full text]
  • Effective Strategies to Improve Student Attendance in Queensland State Schools
    Final Report: Making Every Day Count: Effective strategies to improve student attendance in Queensland state schools School of Education and ISSR The University of Queensland June 2017 The Research team: Martin Mills, Angelique Howell, Matthias Kubler, Wojtek Tomaszewski, Debby Lynch, Louise Phillips, Annemaree Carroll, John Dungan, Andrea Hellens, Karen Sheppard. Acknowledgements: We would like to acknowledge the support we received from schools in the study. We would also like to thank Ady Boreham and Bronwyn Lacken for their work on the project. i Table of Contents List of Figures .................................................................................................................................. xi Executive summary ........................................................................................................................ xv The study .................................................................................................................................... xv Description of the study ............................................................................................................. xv Key findings ............................................................................................................................... xvi Implications ............................................................................................................................. xviii Chapter 1. Introduction .............................................................................................................
    [Show full text]
  • Truancy: a Look at Definitions in the USA and Other Territories
    Running Head: TRAUNCY DEFINITIONS IN US AND OTHER TERRITORIES Truancy: A LOOK AT DEFINITIONS IN THE US AND OTHER TERRITORIES Submitted by: Corresponding Author Carolyn Gentle-Genitty, PhD Interim Director of BSW Program Assistant Professor IU School of Social Work 902 West New York Street, ES 4138K Indianapolis, IN 46202 317-274-3965 [email protected] Isaac Karikari, PhD Student IU School of Social Work 902 West New York Street, ES 4162 Indianapolis, IN 46202 [email protected] Haiping Chen, MA, PhD student IU School of Social Work 902 West New York Street, ES 4162 Email: [email protected] Eric Wilka, MSW IU School of Social Work 902 West New York Street, ES 4162 Indianapolis, IN 46202 [email protected] Jangmin Kim, PhD Student IU School of Social Work 902 West New York Street, ES 4162 Indianapolis, IN 46202 [email protected] This is the author's manuscript of the article published in final edited form as: Gentle-Genitty, C., Karikari, I., Chen, H., Wilka, E., & Kim, J. (2015). Truancy: a look at definitions in the USA and other territories. Educational Studies, 41(1–2), 62–90. https://doi.org/10.1080/03055698.2014.955734 OPERATIONAL DEFINITIONS OF TRUANCY 2 Abstract There is no shortage of definitions for truancy. One state may house many different definitions and there are a variety of challenges arising from this fact. One of the most important to researchers, policy makers, and educators alike, is that because of the lack of uniformly and consistency, it is difficult to compile and ascertain the totality of the phenomenon.
    [Show full text]
  • A STUDY of the EFFECTIVENESS of a TRUANCY REDUCTION PROGRAM ORF MIDDLE and HIGH SCHOOL STUDENTS Jan R
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by VCU Scholars Compass Virginia Commonwealth University VCU Scholars Compass Theses and Dissertations Graduate School 2015 A STUDY OF THE EFFECTIVENESS OF A TRUANCY REDUCTION PROGRAM ORF MIDDLE AND HIGH SCHOOL STUDENTS Jan R. Parrish Virginia Commonwealth University, [email protected] Follow this and additional works at: http://scholarscompass.vcu.edu/etd Part of the Educational Leadership Commons © The Author Downloaded from http://scholarscompass.vcu.edu/etd/3868 This Dissertation is brought to you for free and open access by the Graduate School at VCU Scholars Compass. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of VCU Scholars Compass. For more information, please contact [email protected]. ©Janice R. Parrish 2015 All Rights Reserved A STUDY OF THE EFFECTIVENESS OF A TRUANCY REDUCTION PROGRAM FOR MIDDLE AND HIGH SCHOOL STUDENTS A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. by Janice R. Parrish B.S., Norfolk State University, 1982 M.S.W., Virginia Commonwealth University, 1989 Director: Jonathan Becker, J.D., Ph.D. Assistant Professor, Educational Leadership School of Education Virginia Commonwealth University Richmond, Virginia April, 2015 ii Acknowledgement I would like to express my deepest gratitude and appreciation to my relatives, colleagues and friends who stood in the gap for me throughout my doctoral studies. First and foremost, I would like to thank my committee chair, Dr. Jonathan Becker, without whom this long and arduous journey would not have been possible.
    [Show full text]
  • ACHIEVING INCLUSION in EDUCATION Understanding the Needs Oƒ Students with Disabiiities
    ACHIEVING INCLUSION IN EDUCATION Understanding the needs oƒ students with disabiIities Produced by: Sponsored by: Copyright © 2016 by Disabled People’s Association, Singapore All rights reserved. No part nor entirety of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of DPA. 2 Contents List of Abbreviations 4 Introduction 6 Structure 7 Methodology 7 Part I: Educational Situation 9 Background 9 Initiatives for pre-school children 10 Initiatives for students in mainstream schools 11 Initiatives for students in special education schools 14 Government subsidies and funds 16 Part II: Barriers to Education 19 Attitudinal barriers 19 Physical barriers 21 Information barriers 21 Systemic barriers 22 Transportation barriers 26 Part III: Recommendations 27 Attitudinal change 27 Information 28 Physical accessibility 29 Systemic solutions 30 Transportation solutions 34 Part IV: Inclusive Education 35 What is inclusive education? 35 Five myths about inclusive education 37 Conclusion 39 Glossary 40 References 44 4 List of Abbreviations AED(LBS) Allied Educator (Learning and Behavioural Support) ASD Autism Spectrum Disorder ATF Assistive Technology Fund BCA Building and Construction Authority CRC Convention on the Rights of Children CRPD Convention on the Rights of Persons with Disabilities DPA Disabled People’s Association IHL Institute of Higher Learning ITE Institute of Technical Education MOE Ministry of Education MSF Ministry of Social and Family Development NCSS National Council of Social Service NIE National Institute of Education SDR School-based Dyslexia Remediation SEN Special Education Needs SPED (School) Special Education School SSI Social Service Institute TSN Teachers trained in Special Needs UN United Nations VWO Voluntary Welfare Organisation 5 “EVERY CHILD HAS A DIFFERENT LEARNING STYLE AND PACE.
    [Show full text]
  • Investigating the Prevalence and Impact of Peer Abuse
    INVESTIGATING THE PREVALENCE AND IMPACT OF PEER ABUSE (BULLYING) ON THE DEVELOPMENT OF JAMAICA’S CHILDREN Study commissioned by Conducted by Funded by: Child Development Agency July 2015 An Executive Agency of the PSearch Associates Co. Limited UNICEF Jamaica Ministry of Youth and Culture Study commissioned by Conducted by Funded by: Child Development Agency July 2015 An Executive Agency of the PSearch Associates Co. Limited UNICEF Jamaica Ministry of Youth and Culture INVESTIGATING THE PREVALENCE AND IMPACT OF PEER ABUSE (BULLYING) ON THE DEVELOPMENT OF JAMAICA’S CHILDREN abstract This study is aimed at identifying and assessing the intervening variables that contribute to bullying, while also developing profiles of both the bully and victims. Purpose-built qualitative and quantitative instruments were employed in a mixed methods study approach that sampled students and teachers from primary and secondary level schools across the island, as well as private and public stakeholder organisations. The research findings show that just over 60-65% of students have been bullied at some point in their lives, with almost all stakeholders agreeing that due to its prevalence and potential impact an immediate and effective response is necessary. Key recommendations include the development of a response initiative driven by inputs from stakeholder consultations to reduce bullying incidents within the education system, community spaces, residential child care facilities, and familial environments. acknowledgements PSEARCH Associates also specifically acknowledges the PSEARCH Associates Company Limited and the Child guidance and support from the Child Development Agency; Development Agency express sincere thanks to all technical and financial support for the initiative from UNICEF; stakeholders, participants, and well-wishers for their support, and the feedback and input from the members of the Anti- time, and valuable information which helped develop this study bullying Initiative Technical Advisory Committee (ABITAC).
    [Show full text]
  • Assessing Truancy Landscape: the Case of Students in a Rural Secondary School
    American Journal of Multidisciplinary Research & Development (AJMRD) Volume 2, Issue 3 (March- 2020), PP 26-44 ISSN: 2360-821X www.ajmrd.com Research Paper Open Access Assessing Truancy Landscape: The Case of Students in a Rural Secondary School Miraflor B. Artango*1, Patrick G. Galleto2 1 (Baungon National High School – Danatag Annex, Division of Bukidnon, Philippines) 2 (Research Chair, College of Education, Jose Rizal Memorial State University Main Campus, Dapitan City, Philippines) *Corresponding Author: Miraflor B. Artango ABSTRACT:- The study aimed to look into the truancy landscape of the Grade 7 students of Baungon National High School – Danatag Annex in the Division of Bukidnon, Philippines during the academic year 2018-2019. The sequential explanatory mixed methods design and documentary analysis technique were used in the study with the aid of a questionnaire checklist and an interview to validate the answers generated by the questionnaires. Frequency count, percent, and Chi-square test were used to treat the data collected. The study revealed that, in the student factors, the influence from peers, low intelligence, and ill-health were the three elements that made the respondents commit truancy. In the family factors, helping at home whether in the household chores or assisting in the family livelihood, no parental guidance, and educational support were the main reasons why students practiced truancy. In the school factors, the nonchalance of the school administration, indiscipline, and the lack of interesting activities provoked the students to engage in truancy. Furthermore, truancy was practiced by Grade 7 students regardless of their sex, ideal age for Grade 7, family status and size, family monthly income, education of parents, source of income, and the distance of the school from home.
    [Show full text]
  • Combating Truancy Delinquency Need of an Action Plan
    International Journal of Science and Research (IJSR), India Online ISSN: 2319-7064 Combating Truancy Delinquency Need of an Action Plan Samata Dhruv1, Kalpana Vedmitra2, Prof. Ravindra Kumar3 1Ph. D. Scholar (Management), Singhania University (Rajasthan), India [email protected] 2Ph. D. Scholar & Asst. Professor, Fairfield Institute of Management & Technology (FIMT) Kapashera, New Delhi, India [email protected] 3Sr. Professor – Academic Excellence, Gitarattan International Business School (giBS) Rohini, Delhi, India [email protected] Abstract: Truancy delinquency among school and college going students is a very serious problem world over; which is often not recognized, treated and controlled with due seriousness it deserves, especially by parents as well as by school/college authorities and the regulatory bodies in India. Later truancy misconduct results into serious educational, social, law enforcement and other problems. Moreover, it also results into wastages of precious public resources spent on education at different levels. While in other countries, various comprehensive and strict measures are taken to arrest the menace of truancy incidences among students with active involvement of parents, community and law enforcement agencies; perhaps no such remedial measures have so far been taken in India either by state, or regulatory bodies, or community or parents to tackle the critical problem of truancy, which incidentally creeps from primary school level itself and continues thereafter even up to higher education level. In the larger public interest, therefore, much needs to be done in India by all stakeholders concerned perhaps on the lines suggested by authors. Keywords: Truancy delinquency, oppositional defiant disorder, stakeholders, foreign experiences, synergy. 1. Introduction student from educational institution i.e.
    [Show full text]