Digitally Deprived Children in Europe

The COVID-19 pandemic has completely changed the need for internet connectivity and technological devices across the population, but especially among school-aged children. For a large proportion of pupils, access to a connected computer nowadays makes the difference between being able to keep up with their educational development and falling badly behind. This paper provides a detailed account of the digitally deprived children in Europe, according to the latest available wave of the European Union - Statistics on Income and Living Conditions (EU-SILC). We find that 5.4% of school-aged children in Europe are digitally deprived and that differences are large across countries. Children that cohabit with low-educated parents, in poverty or in severe material deprivation are those most affected

Challenges to gender equality and access in education: Perspectives from South Africa and Sudan

The achievement of the target of Education for All (EFA) by 2015 is a global concern. Worldwide many countries have committed themselves to various initiatives and efforts to improve children’s access to education, particularly girls, who are often denied access to education owing to entrenched socio-cultural practices and gender stereotypes. In post-conflict countries like South Africa and Sudan educational changes have taken place over the past decade. As a result, inclusive and non-discriminatory education policies have been adopted in these countries to redress inequalities in education, policies that target not only free and equal access to education but also improving the quality of education, particularly among the poor and marginalised communities in these two countries. Both countries are, however, still struggling to address issues of equal access to education and gender equality owing to cultural and socio-economic factors in the two contexts. This paper explores experiences of female children in primary schools in selected contexts in South Africa and Sudan and the extent to which their experiences reflect unequal opportunities of access to education and gender inequality. Ultimately what becomes clear is that access to education and gender equality should go beyond numbers to include equality in terms of learning opportunities and resources, treatment at school, equal participation and employment opportunities across socio-cultural and racial line

COMPARE Forum: The idea of North-South and South-South collaboration

The idea of having a Compare Forum focusing on the above title was first discussed with one of the Editors of Compare during a PhD defence in Oslo in 2011. The PhD dissertation itself was linked to a larger project in which researchers from the North (Norway) and the South (South Africa) had been collaborating in educational research for over 10 years. Despite the fact that North-South collaboration is not a new issue on the agenda (King 1985) it is still a timely topic to explore, particularly given the recent growth and moves towards North-South-South collaboration or even South-South Cooperation in Education and Development (Chisholm and Steiner-Khamsi 2009). Thus, any discussion of research collaboration, whether North-South or South-South, is seen as an ideal topic for comparative education, particularly when exploring why there should be collaboration at all and if so what are some of the challenges. While it may be argued that the difference between North-South and South-South collaboration may simply be a question of geography, King (1985) reminds us that collaboration is not necessarily between equals and that collaboration at times ‘appears to be a process initiated in the North, and in which the South participates, as a counterpart’ (184). Ultimately, the differences go beyond simple geographic location to issues of funding and power, something that each of the contributions will touch upon in their own way. While cooperation may mean working with someone, it does suggest that one partner provides information or resources to the other, while collaboration suggests a more equal partnership in which researchers work alongside each other. For the majority of our contributors, we use collaboration as opposed to cooperation, although the literature is not always so clear on this distinction.Web of Scienc

Linguistic challenges faced by rural Tshivenda-speaking teachers when Grade 4 learners transition to English

The general complaint of teachers in rural monolingual communities is that teaching becomes problematic after learners are promoted to Grade 4. While the transition to a next academic phase places new cognitive demands on the learners, they must also adjust to being taught in English after 3 years of mother tongue education. This qualitative case study was underpinned by Krashen’s theory of second-language acquisition which emphasises the importance of exposure to and interaction in the target language. Six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors participated in the study. Data were collected through individual interviews and classroom observations. Initially, it was assumed that the transition was problematic, because learners’ English proficiency was inadequate, but teachers too struggled to impart academic content to Grade 4 learners and relied heavily on code switching. This strategy contributed to learners’ understanding of content, but militated against any improvement in their English. The remoteness of this rural monolingual community implies a limited exposure to the target language, but ought not to be reckoned an excuse. Means to build teachers’ linguistic confidence and improve their oral proficiency during initial teacher preparation as well as greater in-service support should ameliorate the transition for learners. A revision of the mother tongue Foundation Phase curriculum and monitored implementation is advisable

From policy to practice : A Study of the Implementation of the Language-in-Education Policy (LiEP) in three South African Primary Schools

There is a general consensus among educators and researchers looking into the state of education in Africa that the primary language of the students is the language through which education should take place. As each formerly colonised territory in Africa has achieved independence, policies for the newly independent states have been formulated. The last four decades have shown us that very often the articulation of policy, particularly language policy, has more to do with a sense of political expediency than reasons of economic or educational development (Alexander, 1989, 1992). Multilingual language policies which recognize linguistic pluralism as resources for nation-building are increasingly becoming commonplace. Many of these policies envision implementation through bilingual education, which open up new possibilities for oppressed language groups (both indigenous and immigrant languages groups) and their speakers. However, Akinnaso (1993) points out that there is often a mismatch between policy and the plan for implementation, particularly with regard to language policy in education. Thus the implementation plan has little potential for achieving the goals of the policy. The situation in South Africa is one in which multilingualism is both supported and contested, despite the progressive commitment to equality of language rights in the country’s constitution (Alexander, 1992). The new Constitution of 1993 in post-apartheid South Africa embraces language as a basic human right and multilingualism as a national resource, introducing nine major African languages (Ndebele, Xhosa, Zulu, Sepedi, Sotho, Tswana, Swati, Venda, and Tsonga) as official languages alongside English and Afrikaans, along with the dismantling of the apartheid educational system. To transform the previous apartheid education system into a diversifying one, where the "rainbow" of identities and languages are accepted, and to construct a national identity that is multilingual and multicultural constitute ideological paradoxes which are a challenge to implement (Hornberger, 1991). For Hornberger (1991) multilingual language policies are essentially about opening up ideological and implementational space in the environment for as many languages as possible, and in particular, endangered languages if they are to evolve and flourish rather than dwindle and disappear. In this investigation I analyze the effectiveness of the South African multilingual language policy in promoting additive and functional multilingualism and in opening up the ideological and implementational space needed for the survival of the previously oppressed African languages