Discussion

2

Assignment

Rough Draft Review Process Evaluation

[WLOs: 1, 2, 3, 4, 5] [CLOs: 1, 2, 3, 4, 5]

Purpose: The primary goal of this weekly assignment is to enable you to understand the revision process and revise your paper with the help of a writing specialist.

Prepare:

Step 1: Prepare a shortened version of your Final Paper (at least four pages) by including the following:

· Introduction paragraph and thesis statement you developed for your Week 3 Assignment.

· Background information of the global societal issue you have chosen.

· Brief argument supporting at least two solutions to the global societal issue.

· Conclusion paragraph.

· Must document any information used from at least five scholarly sources in APA style as outlined in the University of Arizona Global Campus Writing Center’s  Citing Within Your Paper  (Links to an external site.)  Note that you will need at least eight scholarly sources for your Final Paper in Week 5.

Step 2: After you have completed a rough draft of your paper, submit that draft to the University of Arizona Global Campus Writing Center by using the instructions found in the  Paper Review  (Links to an external site.)  page. Your paper will be returned within 24 hours, so give yourself enough time to complete and submit it prior to the due date.

Reflect: Carefully review the summary feedback found in the email from the tutor and the margin comments that you see on your returned paper. Consider each of the suggestions provided to help you to revise your paper.

Write:

What You Need to Submit to Waypoint:

· Upload the document that contains the feedback from the Writing Center specialist.

· Submit the journal assignment answering the following questions in at least 400 words:

· Identify the top three issues your writing specialist focused on in your rough draft (e.g., paragraph structure, proper use of quotations, thesis statement, etc.).

· In what ways were those issues surprising?

· Describe what you learned from some of the feedback your writing specialist provided as explanations.

· Was this feedback helpful?

· Evaluate the usefulness of the paper review tool.

· In what ways did this activity improve your academic writing skills?

· Will you use the University of Arizona Global Campus Writing Center to review your work in the future? Why or why not?

· Identify Writing Center  Video Tutorials  (Links to an external site.)  that you find most useful and explain why. Also, identify tutorial(s) you found least useful and explain why.

The journal part of the assignment does not need to be formatted in APA style; however, correct grammar, spelling, and punctuation is required.

Carefully review the  Grading Rubric  (Links to an external site.)  for the criteria that will be used to evaluate your journal.

HELPFUL TIPS FROM WEEK 3 THIS IS THE ASSIGNMENT YOU DID

Introduction, Thesis Statement, and Annotated Bibliography

A lack of education is a huge global challenge. Many children, particularly those from low-income families do not have access to quality and proper education. According to a 2018 report, over 250 million children and teenagers are not in school. These include over 130 million children in upper secondary school, approximately 60 million children in lower secondary school, and around 60 million children in primary school (UNESCO, 2018). Reports also indicate that over 700 million adults have no education, which means they do not have the ability to enhance their living standards and the life of their children. Many children are out of school due to the lack of competent teachers, adequate facilities, community involvement, and parental support. A lack of education can have detrimental effects on children. It can contribute to unemployment, poor health, shorter lifespan, gender inequality, poverty, and exploitation, among other effects. While several approaches can help solve the issue of lack of education, improving access to education for children living in poverty can help fight the issue at the global level. 

Annotated Bibliography

Wanti, M., Wesselink, R., Biemans, H., & Brok, P. D. (2022). Determining factors of access and equity in higher education: A systematic review.  Equity in Education & Society, 27526461221092429.

This article focuses on the significance of improving access to higher education. According to Wanti et al. (2022), higher education has significant effects on the country’s social-cultural, political, and economic development, as well as, global competitiveness and sustainability. This means that higher education benefits university students individually and the country in general. Sustainable Development Goal 4 (SDG 4) emphasizes this importance. This goal aims to create equitable, inclusive, and quality education for every person. 

Wanti and colleagues argue that in most countries, social class determines if a person will gain a high education at some point in their lives. This is specifically evident in developing nations, where students from low-income families are less likely to access higher education. Still, it is evident in developed nations, where students from low socioeconomic backgrounds are less likely to be admitted to prestigious fields of study and institutions. In this article, access is defined as a stage where a student gets registered for a school program. Access is, therefore, more than a personal need, molded by objective aspects (including the government policy, structures of race and gender, and economic conditions), as well as, subjective aspects (including motivation to succeed from family members and hard work). 

Mukminin, A., & Habibi, A. (2021). Promoting Access and Success for Disadvantaged Students in Indonesian Basic Education: Social Justice in Education. In  Research Anthology on Instilling Social Justice in the Classroom (pp. 976-986). IGI Global.

This article examines ways to improve access to education for disadvantaged students. According to Mukminin & Habibi (2021), education is an instrument used to facilitate the development of learners’ social, personal, and intellectual abilities. Therefore, the purpose of a school is to offer all learners, despite their ability, social class, ethnicity, race, and other factors, a high-quality, equal, and equitable education. Offering such education is important in creating a well-functioning and highly integrated. It also help to maintain harmony, social cohesion, and social order in a democratic and modern society. 

Mukminin & Habibi (2021) claim that failure to offer quality education for all learners will prove that society stick together depending on the ability of top members to inflict their values and wills on subordinates through manipulation, subordination, and force. According to Mukminin & Habibi (2021), the lack of access to education in rural and urban areas will interfere with the ability of the disadvantaged children to develop their personal, social, and intellectual potential. This can also lead them to be powerless in modern society. A large number of school-age children are not able to access basic education. This means they will not have the opportunity to acquire the basic knowledge, moral values, and attitudes needed to operate in present society. According to the authors, the government should ensure every student has the resources needed to learn and reach their full potential. That way, they will become productive members of society.

Ilie, S., Rose, P., & Vignoles, A. (2021). Understanding higher education access: Inequalities and early learning in low and lower‐middle‐income countries.  British Educational Research Journal,  47(5), 1237-1258.

This article examines inequalities in access to higher education in middle and low-income countries. According to Ilie et al. (2021), access to higher education in middle and low-income countries is going through extraordinary growth. This indicates an increase in primary school access, as well as, an improvement in secondary school enrollment. Primary education and partly secondary education have influenced most global development efforts. This is somewhat strengthened by the incorporation of universal primary education into Millennium Development Goals. On the contrary, higher education has not received much policy attention. The integration of higher education in SDG 4 shows that rapid growth in higher education enrollment has been accompanied by inequalities in access. According to SDG Target 4.3, “by 2030 ensure equal access for all women and men to affordable quality technical, vocational and tertiary education, including university.” However, growth in higher education access is not happening consistently across nations and within nations. Ilie and colleagues point out that wealth and gender determine whether young people can access higher education in most middle and low-income countries. 

Oni, J. O., Jegede, A. A., Osisami, R. A., Illo, C. O., Lawal, R. O., & Fabinu, F. A. (2016). Enhancing access to and quality of basic education through head teachers’ leadership functions.  International journal of educational administration and policy studies,  8(4), 33-36.

The article addresses ways to increase the quality of and access to basic education. According to the article, educational leaders play a vital role in the success of education. But for success to be achieved, children must have access to basic education. According to Oni et al. (2016), having a basic education means having numeracy, literacy, and life skills needed to succeed in life. Success at the lower level of education will influence success at higher levels of education. Oni and colleagues (2016) define access as admittance and availability. Access is also defined as the right or opportunity to do something or use something. Access to basic education is, therefore, defined as the rights or opportunity that a student has to register or enroll for basic education. Quality, on the other hand, is defined as the capacity of something to serve or perform what it is designed or meant to serve.

Arkorful, V. E., Basiru, I., Anokye, R., Latif, A., Agyei, E. K., Hammond, A., ... & Abdul-Rahaman, S. (2019). Equitable access and inclusiveness in basic education: Roadblocks to sustainable development goals.  International Journal of Public Administration, 43(3).

The article talks about obstacles to basic education access. According to the authors, international organizations, such as the United Nations (UN) have significantly demonstrated firm support for equity goals. These organizations have also supported measures to uplift disadvantaged groups all over the globe. According to the Universal Declaration of Human Rights, education is a basic human right. This is a clear indication that education play a key role in people’s lives and is a major component in the social and economic development of a country (Arkorful et al., 2019). The MDGs (Millennium Development Goals) commit world leaders to fight against poverty, disease, hunger, and most importantly illiteracy. The Sustainable Development Goals also call to actions to end poverty, preserve the planet, and ensure universal access to education. Although efforts have been made to ensure access, inclusiveness, and equity, dreadful challenges to basic education access are still evident, especially in rural areas in developing countries.

References

UNESCO. (2018). Out-of-School Children and Youth. Retrieved from: http://uis.unesco.org/en/topic/out-school-children-and-youth