Child Workers and Inclusive Education in Indonesia

Autor/inn/en	Djone, Robertus Raga; Suryani, Anne
Titel	Child Workers and Inclusive Education in Indonesia
Quelle	In: International Education Journal: Comparative Perspectives, 18 (2019) 1, S.48-65 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Djone, Robertus Raga) ORCID (Suryani, Anne)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Child Labor; Inclusion; Labor Force; Social Change; Democracy; Social Differences; Advantaged; Poverty; Educational Attainment; Access to Education; Outcomes of Education; Disadvantaged; Teaching Methods; Student Centered Learning; Cognitive Style; Teacher Student Relationship; Student Needs; Foreign Countries; Teacher Participation; Educational Policy; Local Government; Learning Activities; Indonesia + Suchen Sie Ihr Suchwort? Child labour; Kinderarbeit; Inklusion; Labour force; Arbeitskraft; Erwerbsbevölkerung; Sozialer Wandel; Demokratie; Sozialer Unterschied; Armut; Bildungsabschluss; Bildungsgut; Education; Access; Bildung; Zugang; Bildungszugang; Lernleistung; Schulerfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Cognitive styles; Kognitiver Stil; Teacher student relationships; Lehrer-Schüler-Beziehung; Ausland; Politics of education; Bildungspolitik; Gemeindeverwaltung; Lernaktivität; Indonesien
Abstract	Since Indonesia's transition to democracy in 1998, wealth inequality has increased significantly with a dramatic rise in the wealth of the rich and stagnating income growth among poorer citizens. Similar to many developing countries, the issue of child workers in Indonesia is a critical problem. The "2015 National Labour Force Survey" recorded 1.65 million children aged 15-17 involved in child work in Indonesia. Efforts to encourage the participation of child workers in schooling has been greatly promoted but few studies have investigated the issue of the impact of child work on student learning outcomes. Children involved in work are likely to be left behind in educational achievement. Their disadvantaged social, cultural, and economic backgrounds lead to physical and psychosocial vulnerabilities, which requires democratic-classroom approaches, characterized by child-centred settings and teachers familiar with students' diverse learning abilities. This paper presents findings from a study investigating Indonesian teachers' perspectives on the impacts of work on student learning outcomes and how they implement diverse teaching and learning styles when educating child workers. This study highlighted the lack of school and teacher readiness in managing child workers' diverse needs and the absence of teachers' involvement in developing policies for child worker education that may all lead to child workers not achieving learning outcomes. This study outcomes also support democratic-style classroom approaches in making education a reliable investment for child workers. This study provides recommendations for improved policies and practices for the local government and schools in the East Nusa Tenggara province. (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06