EMPOWERING MINDS AND CULTIVATING POTENTIAL: ADVANCING QUALITY EDUCATION THROUGH INCLUSIVE HUMAN DEVELOPMENT

Authors

  • A. Melohkule Department of Economics,University of south Africa
  • Omphale Khumalo Department of Economics,University of south Africa

Keywords:

Inclusive education, ; Human development, Quality education

Abstract

This article discusses the importance of inclusive human development in advancing quality education. It argues that a holistic approach to education that considers the diverse needs and potential of all learners can contribute to more equitable and sustainable societies. Drawing on research and case studies from around the world, the article highlights key principles and practices for promoting inclusive education and human development. These include creating safe and supportive learning environments, recognizing and valuing diversity, fostering critical thinking and creativity, and empowering learners to become active and engaged citizens. The article concludes by calling for greater investment in inclusive education and human development as a means of promoting social justice and progress.

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References

UNESCO. (2017). Education for Sustainable Development Goals: Learning Objectives. United Nations Educational, Scientific and Cultural Organization.

The World Bank. (2018). World Development Report 2018: Learning to Realize Education's Promise. Washington, DC: The World Bank.

United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development. Resolution adopted by the General Assembly on 25 September 2015.

Artiles, A. J., Harris-Murri, N. J., &Rostenberghe, H. V. (2018). Inclusive education for students with disabilities: A review of best practices. Review of Research in Education, 42(1), 88-130.

Boyle, C., & Topping, K. J. (2018). Inclusive education in action in a developing country: Classroom support for learners with diverse needs in Nepal. International Journal of Inclusive Education, 22(6), 652-669.

Fathi, J., &Ghanizadeh, A. (2017). The relationship between critical thinking and language proficiency of Iranian EFL learners. Theory and Practice in Language Studies, 7(5), 377-384.

Hidi, S., &Renninger, K. A. (2006). The four-phase model of interest development. Educational Psychologist, 41(2), 111-127.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.

UNICEF. (2013). Child friendly schools manual. New York: UNICEF.

EFA Global Monitoring Report. (2013). Teaching and learning: Achieving quality for all. Paris: UNESCO.

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Published

2023-05-02

How to Cite

A. Melohkule, & Omphale Khumalo. (2023). EMPOWERING MINDS AND CULTIVATING POTENTIAL: ADVANCING QUALITY EDUCATION THROUGH INCLUSIVE HUMAN DEVELOPMENT. Journal of Applied Science and Social Science, 13(05), 01–04. Retrieved from https://www.internationaljournal.co.in/index.php/jasass/article/view/62

Issue

Vol. 13 No. 05 (2023): Volume 13 Issue 05

Section

Articles

License

Copyright (c) 2023 A. Melohkule, Omphale Khumalo

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

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