NAME : MUYAMA DOREEN

CONTACT : 0758 – 417542

REG NO : 2023 – B333 – 13647

YEAR OF STUDY : YEAR ONE 2024

SEMISTER : TWO

COURSE UNIT : COMPARATIVE EDUCATION IN ECD

COURSE CODE : BEC 1208

LECTURER’S NAME : DR. OYOM JOSEPH JOLLY

QN 1.

Elaborate on how political and economic factors influence an education

system. (25mks)

QN 2.

ECD centers in Uganda face many educational problems.

a) Outline the common educational problems ECD centers face.

b) As an ECD teacher, explain how the above problems can be overcome.
(25mks)

QN.3

Compare the state of ECD provision in USA and UK in relations to Uganda

system of education. (25mks)

QN 4.

Discuss the roles each of these society government and parents) play in
improving education system of a country. (25mks)
QN 1.
Elaborate on how political and economic factors influence an education
system.
Political factors refer to the influence of government policies, laws,
regulations and political stability on an organization, industry or society.
Political factors include the external constraints linked to governmental
activities and political conditionals that affect a business’ area of operation.
External constraints are factors that affect business and are beyond their
control.
These factors can impact business operations, decision making and overall
performance.
Political factor includes;
1. Government policies and regulations
2. Political stability or instability
3. Laws and regulations affecting business.
4. Taxation and fiscal policies.
5. Trade polies and international relations.
6. Political ideology and party affiliations.
7. Corruption and bureaucratic red tape.

Economic factors refer to the influence of economic conditions and trends on

an organization, industry or society.
An economic factor is defined as anything that has a bearing on the economy.
An economic factor is a factor that can affect and influence an individuals’
financial status.
These factors can impact business operations, decision making and overall
performance.
Economic factors include;
1. Gross Domestic Product (GDP)
 2. Inflation rate
3. Interest rate
4. Unemployment rate
5. Consumer spending and demand
6. Business cycle (boom, recession, recovery)
7. Taxation and fiscal policies.

An education system refers to the formal and informal structures,

institutions and processes that provide learning opportunities to individuals in
a society.
It encompasses the entire range of educational experiences from early
childhood to adulthood and includes;
1. Schools and universities
2. Curricula and syllabi
3. Teaching methods and materials
4. Teacher training and development programs.
5. Educational policies and regulations.
6. Assessment and evaluation system.

The education system aims to;

1. Develop cognitive, emotional and social skills.
2. Foster critical thinking, creativity and problem solving abilities.
3. Prepare students for employment and citizenship.
4. Promote personal growth and development.
5. Address social inequalities and promote inclusivity.
6. Encourage lifelong learning and continuous skill acquisition.
Political factors significantly influence an education system, shaping its
structure, policies and outcomes. Below are political factors that impact
education.
Techer training and support. Political decisions impact teacher professional
development and support. For example, a government may provide funding
for teacher training programs or neglect teacher support.
Funding:
Political decisions on budget allocations affect the amount of resources
available for education. That is to say a government may prioritize defense
spending over education leading to inadequate funding for schools.
Curriculum design:
Political ideologies influence the content emphasis of curriculum. For
example, a government my mandate the inclusion or religious studies or
patriotic education.
Education policy:
Political parties’ agendas shape education policies such as standardized
testing and accountability measures. That is to say the No Child Left Behind
Act in the US emphasized standardized testing and accountability.
Access to education:
Political factors influence who has access to education including
marginalized groups for example a government may implement policies to
increase access for students with disabilities.
Furthermore, school government; political decisions affect school
management and decision making processes. For example, a government may
appoint school board members or grant autonomy to schools.
Accountability measures; political factors influence the accountability system
in place. The government may implement school ratings or teacher
evaluations.
Additionally, resource allocation, political decisions affect the distribution or
resources, such as textbooks, technology and infrastructure. For example, a
government may prioritize resource allocation to underserved schools.
Teacher evaluation. Political decisions impact teacher evaluation methods
and criteria. That is to say a government may tie teacher evaluations to
student test scores.
Student assessment political factors influence the types and frequencies of
student assessments. A government may mandate standardized testing or
project based evaluation.
Education reform:
Political agendas drive education reform initiatives. A government may
implement a comprehensive education reform package.
School choice:
Political factors influence the availability and regulation of school choice
options such as charter schools and vouchers. For example, a government
may expand charter school options or restrict voucher programs.
International benchmarking:
Political decisions affect participating in international assessments and
bench marking. For example, a government may participate in PISA
(Programme for International Student Assessment) or ignore international
bench marks.
Federal vs state control:
Political factors influence the balance of power between federal and state
governments in education like a government may shift authority from federal
to state governments.
Social and political values; political factors reflect societal values,
influencing education priorities and policies. For example, a government may
prioritize stem education or emphasize arts and humanities.

Below are the ways economic factors influence education.

Funding:
Economic conditions affect government spending on education for example
during a recession a government may reduce education funding by 10%.
Budget allocations:
Economic priorities shape budget allocation for example a government may
allocate a larger budget to defense rather than education.
Taxation:
Tax policies and rates impact government revenue. For example, a country
with high tax rate may generate more revenue for education.
Economic growth, a strong economy can increase education investment. For
example, during a period of economic growth, a government may invest in
new schools and teacher training.
Inflation:
Rising inflation can reduce education funding’s purchasing power. For
example, if inflation rises 5%, the value of education funding may decrease
by 5%.
Globalization:
Economic globalization can lead to increased focus on skills development
for example a country may prioritize teaching languages and technology
skills to compete globally.
Additionally, the labor market needs, economic demands influence education
priorities. For example, a country with a shortage of health care workers may
invest in medical education.
Furthermore, human capital development as a factor is key. Education is to
developing a skilled work force. That is to say, a government may invest in
vocational training to address labor market needs.
School infrastructure:
Economic conditions affect investment in school building and resources. For
example, a wealthy district may have modern schools, while a poor district
may have outdated facilities.
Teacher salaries and benefits. Economic factors impact teacher compensation
like a district with a high cost of living may offer higher teacher salaries.
Income inequality:
 Economic disparities influence education outcomes and access. That is to
say a country with significant income inequality may have unequal access to
quality education.
Productivity:
Education’s impact on productivity growth affects economic development.
for example, a study finds that education increases productivity by 20%.
Research and development:
Economic priorities influence investment in educational research. For
example, a government may fund research on effective teaching methods.
Brain drain:
Economic conditions can lead to brain drain or gain. That is to say a country
with limited job opportunities may experience brain drain.
Furtherly vocational training is also an economic factor. Economic demands
drive investment in career technical education like a country with shortage of
skilled trades people may invest in vocational training.
In addition, economic interests can lead to increased private sector
involvement in education. For example, a company may fund a vocational
training program in a specific industry.
Additionally, economic conditions affect availability and accessibility of
scholarships and loans for example a government may increase funding for
student loans during a recession.
International competition:
Economic globalization fosters international competition in education. For
example, countries may complete to attract international students and talent.
The above examples illustrate how economic and political factors shape
education systems, influencing resource allocation, policy priorities and
student outcomes.
Qn 2.
ECD centers in Uganda face many educational problems.
(a) Outlines the common educational problems ECD centers face.
(b) As an ECD teacher, explain how the above problems can be
overcome (25marks).
ECD in full is Early Childhood Development.
Early childhood development (ECD) centers are educational institutions that
provide support and resources of young children, usually between the ages of
3 and 8 to develop their cognitive, social and emotional skills.
Educational problems refer to the challenges and issues that arise in the
process of learning and teaching, affecting the quality of education and the
outcomes for students.
Here are the common educational problems.
Student-related issues
Low academic achievement. This is where a child fails to meet expected
academic standards. For example, failing grades, low test scores and lack of
engagement.
High dropout rates. This is where the number of students dropping out of
school is on rapid. For example, the girl child drops out of school due to
pregnancy, big age, lack of scholastic materials etc.
Student disengagement and motivation. This is where you find learners not
fully engaged in the learning and no motivation. For example, find a learner
not participating in a lesson due to domestic issues or problems.
Furthermore, behavioral problems are a big issue. This is where you find a
learner with disruptive or inappropriate behavior in the classroom. For
example, bullying, disrespect towards teachers, refusal to follow rules etc.
Learning difficulties; learning difficulties refer to challenges or obstacles that
individual face when attempting to learn new information, skills or concepts.
These include cognitive abilities, the learning styles, intellectual disabilities
etc.
Teacher – related issues
Inadequate teacher training. This is where you find teachers who are not well
trained teaching learners for example the incompetent teachers, teachers lack
sufficient preparation, support and professional development opportunities.
For example, lack of subject matter expertise, insufficient pedagogical
knowledge etc.
Teacher burnout and turnover. This refers to the physical, emotional and
mental exhaustion experienced by teachers leading to decreased motivation
reduced productivity and ultimately leaving the teaching profession. For
example, high absenteeism, lack of motivation, departure from the
profession.
Lack of teacher support. This is where by teachers are given inadequate
assistance, resources and guidance provided to teaches making it challenging
for them to effectively perform their duties. For example, lack of instructional
materials to use in a lesson.
In effective teaching methods. This refers to approaches or strategies that do
not lead desired student learning outcomes or engagement. For example,
lecture only approach, lack of interactive activities etc.
Teacher bias and discrimination. Refers to the unfair attitude, beliefs and
behaviors that teachers may exhibit towards students based on their race,
gender, religion, disability, ethnicity and many others.

Curriculum and assessment issues.

Poor curriculum design. Outdated, irrelevant or inadequate curriculum used.
For example, the curriculum lack diversity, insufficient emphasis on critical
thinking, out dated materials.
Inadequate assessment methods. This refers to the use of evaluation
techniques that do not accurately measure student learning, progress or
achievement. For example, lack of clear criteria and standards to use, lack of
diversity in assessment types. (e.g. only written tests)
Over emphasis on standard testing. Excessive focus on test preparation and
scores. For example, teaching to the test, neglect or creative subjects test
anxiety.
Lack of curriculum relevance and rigor. This refers to curriculum that fails to
align with industry needs and real world applications, does not challenge
students to think critically and solve problems.
Insufficient feedback and evaluation refer to the lack of regular, constructive
and actionable feedback and evaluation that helps students understand their
strengths, weaknesses and areas for improvement.

Parent and community related issues.

Lack of parental involvement and engagement. Some schools do not want in
involve parents in the school activities hence become a problem facing the
education system. Here the school does not know what the parents can do or
help.
Limited community support and resources. Lack of access to resources,
services and support from the community, school and district levels which
can hinder the ability of school and teachers to provide high quality
education.
Parent-teacher communication breakdown. This refers to the lack of effective
commination and collaboration between parents and teachers which can lead
to misunderstanding about student progress and needs and many others.
Socio-economic disparities and inequality. This refers to the unequal
distribution of resources, opportunities and privileges among different groups
of people based on their socio-economic status. This can lead to limited
access to quality education etc.
Language barriers and cultural differences can significantly impact the
quality of education and student outcomes. Some challenges associated with
language barrier and cultural differences include difficulty understanding
instructions, different learning styles and expectations etc.
Resource and funding issues.
Insufficient funding and resources. Lack of financial support for schools and
programs. For example, out dated, text books, inadequate technology,
insufficient staff support.
Limited access to technology. Inadequate infrastructure or access. For
example, outdated computers, limited internet access, lack of digital
resources.
Poor school infrastructures like classrooms, offices, toilets. This is also a
challenge in the education sectors.
Outdated textbooks and materials. Some school don’t have current textbooks
this has lead down the education system hence a problem encountered by
schools.

Qn. 2 (b)
As an ECD teacher, explain how the above problems can be overcome
(25 marks)
As an early childhood development (ECD) teacher, overcoming the problems
above requires a thoughtful and inclusive approach. Here are some strategies
to address these challenges above.
The problem of language barriers can be solved by use of visual aids and
gestures to communicate during the teaching and learning problem of
communicating.
The problem of language barriers can also be solved by teachers learning
basic words and phrases in child’s native language and also encourage
children to use their home language in the classroom. For example, create a
word wall with pictures and labels in multiple languages, allowing children to
connect words with meanings.
The problem of cultural difference can also be overcome by learning about
diverse cultural practice and traditions. Educators / teachers should be able to
know all languages or cultures.
It can also be solved by encouraging children to share their cultural
experiences and traditions. Teachers should allow children share their cultural
ways of doing things with their fellow learners.
Additionally, on cultural difference, engage with families and communities
from diverse back grounds. For example, celebrate different cultural festivals
and traditions in the classroom, such as chinses new year or Diwali, to
promote understanding and inclusivity.
Further, the problem of socio economic disparities can be solved by
providing access to resources and materials that support learning.
It can also be overcome by collaborating with community organizations to
provide additional support.
Additionally, socio economic disparities can also be overcome by fostering a
sense of belonging and inclusivity in the classroom.
Furthermore, it can be solved by encouraging parents’ involvement and
engagement. This can improve on their children’s performance in the
classroom since there is fully collaboration among teacher and parent. For
example, establish a “resource corner with donated books, toys and learning
resources regardless of their socio economic back grounds.
The problem of insufficient nutrition and food security can be solved by
multifaceted approach that involves various stake holders and strategies for
example by providing food assistance programs like food banks and pantries,
school meal programs etc.
Inadequate teacher training can be addressed by providing professional
development programs, regular workshops and conference should be held to
help teachers and also emphasizing practical experience and hands on
training.
Furthermore, the problem of teacher burnout and turnover can be overcome
by reducing on teacher workload and administrative tasks. This can improve
on the education or the learning in the early childhood development.
In addition, the teacher burnout can also be solved by fostering a supportive
and collaborative school environment, encouraging teacher teamwork and
peer support. This can improve on the teaching and learning process.
Low academic achievements can be solved through the following ways.
Teachers should tailor instruments to individual students’ needs and abilities,
use of data and assessments to inform instructions, by doing this, a learner is
able to learn and achieve it all.
Encouraging parents to participate in their child’s education. This makes a
learner to work hard since their parent has shown concern in the learner’s
education.
Teacher’s should also use effective teaching practices by providing ongoing
training and support for teachers.
Furthermore, teachers should also identify struggling students early and
provide targeted support. This helps both the learner and the teacher
academically to improve.
Teachers should provide resources and support for the parents to help their
child at home that is, like text books, dictionaries which parents can use to
help their child home to improve on their learning.
Educators should also create safe, supportive and inclusive learning
environments which can aid the learner’s performance.
Furthermore, fostering a growth mindset and love of learning. Teachers
should learn how to motivate learners and make them love learning. This
only can make the learners performance overwhelmed.
Providing additional support services such as counseling, mentoring and
academic advising. This makes the learner feel cared for and hence
improving their performance or the learning.
Additionally, encouraging student participation in extracurricular activities
and clubs. This develops their cognitive and physical structure hence
enabling a learner participate in classroom very well.
The problem of high dropout rates can be solved through identifying at risk
students early and provide targeted support, monitoring their attendance,
behavior and academic performance. This can also help the learner to
improve on their performance or learning in school in case they are identified
early.
Offering hands on project based learning experiences. By doing this, learners
are able to capture the concepts and content well because they partially
participate fully in the lessons. This improves on the learner’s learning and
performance.
Poor curriculum design can be overcome by involving teachers, students and
community members in the curriculum design process.
It can also be overcome by emphasizing critical thinking problem solving and
skills development and also providing flexibility and adaptability for different
learning styles and abilities.
By solving the above areas. Educators can develop a curriculum that is
engaging, relevant and effective in promoting student learning and success.
Additionally, implementing these strategies ECD teachers can create an
inclusive and support environment that addresses the challenges of language
barriers, cultural differences and socio economic disparities, promoting
equitable opportunities for all children to thrive and succeed.
Qn.3
Compare the state of ECD provision in USA and UK in relations to Ugandan
system of education (25marks)
To compare means to identify and examine the similarities and differences
between two or more things, ideas or entities. It involves analyzing and
contrasting their characteristics, features or qualities to understand their
relationship, similarities and differences.
A state of ECD (Early Childhood Development) refers to the condition or
status of a child’s cognitive, social, emotional and physical development from
birth to age 8.
Some common states of ECD include;
1. Healthy development: The child is progressing normally in all areas of
development.
2. At risk: The child may be vulnerable to developmental delays or
difficulties due to various risk factors e.g. poverty, poor nutrition,
inadequate stimulation.
3. Delayed development: The child is lagging behind peers in one or more
areas of development e.g. speech, language, cognitive skills.
4. Disability: The child has a diagnosed condition or disability that affects
their development. E.g. autism, down syndrome, cerebral palsy and
many others.

USA stands for United States of America.

UK stands for United Kingdom
UK in full name is United Kingdom of Great Britain and Northern Ireland.
The Uganda system of education is based on the following structure.
1. Early childhood education (ECE) 3 – 5 years.
i. Nursery (3 – 4 years)
 ii. Kindergarten (4 – 5years)
2. Primary education (6 – 12 years)
i. Primary (P.1 – P.7).
3. Lower secondary education (13 – 15 years)

i. Senior 1 (S.1) – senior 3 (S.3)

4. Upper secondary education (16 – 18 years)

i. Senior 4 (S.4 – senior 5 (S.5)
5. Advanced level A –level (19 – 20 years)
i. Senior 5 (S.5) – senior 6 (S.6)
6. Vocational and technical education
i. Various level
ii. Certificate and diploma programs.
7. Higher education. Universities and tertiary institutions, bachelor’s, master’s
and doctoral degrees as well as diplomas and certificates.

Education is process of acquiring knowledge, skills, values and beliefs

through formal or informal instruction.
Below is a detailed comparison of ECD provisions in the USA, UK and
Uganda.

Access to ECD (early childhood development) programs

USA (United States of America) varies by state with some states offering
universal pre k programs e.g. Oklahoma, Georgia while other have limited or
no public programs e.g. Arizona, Idaho. Private programs are also available
but can be expensive.
UK (United Kingdom) all 3 and 4year old are entitled to 15 hours of free
early education per week with some 2 year olds also eligible. Most children
attend nursery classes or private daycare centers.
Uganda limited access especially in rural areas. Only about 10% of children
aged 3 – 5 attend ECD programs with many more attending informal
community – based programs.

Quality of ECD programs.

USA; Quality varies widely depending on the state program type and
funding. Some programs have highly qualified teachers and low child – to –
staff ratios e.g. head start while others may have less qualified staff and
higher ratios.
UK; High quality programs are the norm with well trained staff and a focus
on the Early Years Foundation Stage (EYFS) curriculum of sted ratings
ensure accountability.
Uganda; Many programs lack qualified teachers, adequate facilities and
resources. However, some NGOs and government initiatives are working to
improve quality and training for ECD teachers.

Government policies and funding.

USA; Federal funding supports programs like Head Start but states and local
governments also invest in ECD initiatives. Policies vary by state with some
prioritizing universal pre – k and others focusing on targeted interventions.
UK: The government provides significant funding for ECD programs with a
focus on ensuring high quality provision and access for all. The EYFS frame
work guides policy and practice.
Uganda; The government has established a national ECD policy and
directorate but funding is limited and implementation is challenging
especially in rural areas.
Emphasis on different areas of development.
USA; Early Childhood Development programs often focus on cognitive
development and school readiness, with an emphasis on literacy and
numeracy skills.
UK: The EYFS (Early Years Foundation Stage) framework emphasizes
seven areas of learning including communication, physical development and
social emotional development in addition to cognitive skills.
Uganda; Early Childhood Development programs aim to address holistic
child development including health nutrition and social emotional
development in addition to cognitive skills.

Outcomes and impact

USA; Research shows that high quality Early Childhood Development
programs can have long term benefits for children’s academic achievement,
social skills and emotional wellbeing.
UK: Studies demonstrate that high quality Early Childhood Development
programs improve children’s outcomes in literacy, numeracy and social-
emotional development with lasting effects into primary school.
Uganda: Limited research exits but pilot programs suggest that ECD
interventions can improve children’s cognitive and social – emotional
development as well as their overall wellbeing.
Teaching training and qualifications
USA; Varies by state and program type with some requiring bachelor’s
degree and others requiring only a Child Development Associate (CDA)
credentials.
UK; Requires a level 3 qualification (equivalent to an A – level) or higher
with many teachers holding a bachelor’s degree in early childhood education
or a related field.
Uganda; Many ECD teachers lack formal training but some have a certificate
or diploma in early childhood education.

Curriculum and assessment.

USA; Varies by state and program with some using standardized curricula
and assessments e.g. common core and others using more play based
approaches.
UK; The EYFS (Early Years Foundation Stage) framework provides a
structured curriculum and assessment and child-led learning.
Uganda; The government has developed a national ECD curriculum but
implementation is limited and many programs use informal play based
approaches.

Parental involvement and engagement

USA; Varies by program with some encouraging high levels of parental
involvement and others having limited opportunities for engagement.
UK: Encourages parental involvement through regular progress updates,
parent-teacher conferences and volunteering opportunities in ECD settings.
Uganda; Parental involvement is often limited due to cultural and economic
factors but some programs are working to increase engagement through
community outreach and education.

Funding and resource allocation.

USA; Funding comes from a mix of federal state and local sources with
significant variation in funding levels and resource allocation across states
and programs.
UK; Central government funding provides a significant portion of ECD
funding with additional funding from local authorities and private providers.
Uganda; Limited government funding is supplemented by international
donors, NGOs and community contributions.

In conclusion, the above examples illustrate the differences in ECD

provisions across the three countries. The USA has a mixed system with
varying quality and access, the UK has a more comprehensive and high
quality system and Uganda faces significant challenges in providing access to
quality ECD programs.
QN 4.
Discuss the roles each of these (society, government and parents) play in
improving education system of a country. (25 marks)
Roles refer to the specific responsibilities, duties and expectations associated
with a particular position, job or function within an organization, community
or society.
A society is a group of individuals who share common values, beliefs,
customs and institutions and who interact and interdepend on each other in a
specific geographic or virtual space. Societies can be small such as a
community or tribe or large like a nation or global community.

Examples of societies include;

National societies e.g. (America, Chinese, Uganda) etc.
Local communities (e.g. town, city, village)
Cultural societies (e.g. ethnic groups, religious communities)
A government is a system or group of people that have the authority to make
and enforce laws, policies and decisions for a country, state or organization.

Types of governments include;

Democracy; Citizens elect representatives to make decisions.
Monarchy: A king or queen holds absolute power.
Dictatorship: One person holds complete control.
Oligarchy: A small group of people hold power.
Theocracy: Religious leaders govern based on religious doctrine etc.
Parents are adults who have given birth to adopted or are legally responsible
for a child or children.
An education system of a country refers to the formal and informal structures,
institutions, and processes that provide learning opportunities for individuals
within that country.
Below are the roles each of society, government and parents play in
improving the education system of a country.
Society
Demands quality education; society can demand better education standards,
curriculum and infrastructure, pushing governments and schools to improve
for example parent- teacher associations advocating for better schools.
Support education initiatives.
Society can support organizations and initiatives that promote education such
as literacy programs or scholarships. For example, NGOs providing
educational resources in underprivileged areas.
Encourages lifelong learning
Society can promote a culture of lifelong learning, encouraging individuals to
continue learning beyond formal education. For example, community centers
offering adult education classes.
Provide role models and mentors
Society members can serve as role models, inspiring students to learn and
achieve. That is to s ay, successful professional mentoring students.
Advocates for education reform.
Society can advocate for education reforms pushing for policy changes and
improvements like activists campaigning for education reform.

Offers community resources and services

Society can provide resources and services such as libraries, museums and
extracurricular activities. For example, providing public libraries offering free
access to books and resources.
Fosters a culture of learning. Society can promote a culture that values
learning, encouraging individuals to prioritize education. Like community
events celebrating academic achievements.
Promotes inclusivity and diversity.
Society can promote inclusivity and diversity in education ensuring equal
access for all. That is to say organizations supporting education for students
with disabilities.
Encourages parental involvement.
Society can encourage parents to get involved in their children’s education
attending parent teacher conferences and supporting homework. For example,
parent-teacher associations promoting parental involvement.
Holds school and teacher accountable
Society can hold schools and teachers accountable for providing quality
education, pushing for improvements. That is to say community members
attending school board meetings to advocate for better education.
Government
Develops and implements education policies. Governments can create
policies and regulations that improve education standards and infrastructure.
For example, governments implementing education reforms.
Allocates funding for education
Governments can provide funding for education, supporting schools and
programs that is governments increase education budgets.
Sets curriculum standards and guidelines governments can set standards and
guidelines for curriculum, ensuring consistency and quality like governments
developing national curriculum frameworks.
Provide resources and infrastructure
Governments can provide resources such as text books, technology and
facilities to support education. That is to say government building new
schools or provide educational resources.
Trains and supports teachers.
Government can provide training and support for teachers ensuring they have
the skills and resources needed for example governments providing teacher
training programs.
Conducts regular assessment and evaluations.
Government can conduct regular assessments and evaluations, monitoring
education quality and progress for example governments conducting national
exams and assessments.
Ensures access to education for all.
Governments can ensure equal access to education for all regardless of
background or socio-economic status. For example, governments
implementing programs to increase access to education for underprivileged
groups.
Promotes digital literacy and technology integration.
Governments can promote digital literacy and technology integration in
education preparing students for digital age. That is to say governments
implementing digital literacy programs.
Encourages international cooperation and exchange.
Governments can encourage international cooperation and exchange in
education, promoting global understanding and collaboration. Governments
participating in international education agreements.
Monitors and addresses educational disparities.
Governments can monitor and address educational disparities, ensuring equal
opportunities for all. For example, governments implementing program to
address educational disparities.

Parents
Encourages a love for learning.
Parents can encourage a love for learning in their children, promoting a
growth mindset and curiosity. For example, parents reading with their
children or encouraging exploration.
Provides emotional support guidance;
Parents can provide emotional support and guidance, helping their children
navigate challenges and setbacks for example parents offering support and
encouragement during difficult times.
Sets high expectations and goals:
Parents can set high expectations and goals for their children, encouraging
them to strive for excellence. That is to say parents setting academic goals
with their children.
Encourages independence and self- motivation:
Parents can encourage independence and self-motivation, helping their
children develop self –reliance and confidence like parents encouraging
children to take ownership of their learning.
Communicates with teachers and schools:
Parents can communicate with teachers and schools staying informed and
involved in their children’s education. For example, parents attending parent-
teacher conferences or meetings.

Helps with homework and assignments:

Parents can help children with homework and assignments providing
assistance and guidance and support. For example, parents helping with math
homework.
Attend parent- teacher conferences:
Parents can attend the meetings in order to know how their children progress
in their education.
Advocates for their child’s needs:
Parents help in providing their children all the needs that are to be used in
education for example like the text books scholastic materials, books pens
etc.
Parents also foster a growth mindset in their children:
Parents here help in feeding well their children and also talking to their
children about their education that is for the benefit in their future.
Prioritizes education and values learning:
Parents sensitizes their children how education is the best, to always put or
consider education and what good things can be got from learning. For
example, parents inform their children that once you learn well you can
become an important person in future like doctors, teachers, lawyers etc.
Parents help in guidance and counselling:
Parents’ guide and counsel their children on the benefits of staying in school
and what they can be in future.
In conclusion, society creates demand and supports education initiatives,
governments provide resources and sets policies and parents support and
advocates for their children’s education, together, they play crucial roles in
improving the education system of a country.
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