Strengthening Support for Students with Disabilities: Revisiting Section 504 Compliance

The achievements and success of any organization depends on the standard of its human resources. Training programs is a powerful tool between the practices of Human resource management that help to develop skill and knowledge of the staff in an institution. This research study examines that the impact of training on office staff performance on clerical staff performance in a higher education institution in Khyber Pakhtunkhwa. Moreover, the study also finds whether S and WM mediate the relationship among training and office staff performance. Through the analysis of 108 responses of selected sample of clerical staff; its shows that there is a strong and significant relationship between training and office staff performance. The result of the regression analysis shows that there is a positive impact of training on performance of office staff. The results of the mediation analysis suggest that the training and office staff performance is mediated by both possible mediator's satisfaction and work motivation. The data were obtained from this research, can be used for Human resource departments to more understand and identify the importance of training practices for the office staff in higher institution. Due to this, it can help the education institutions to enhance their staff performance by improving their job skill and knowledge.

The article presents the findings of the research on the impact immature digital expertise of the educational institution’s managerial staff on the results of education development. The term “HR risks in the education development” has been clarified as situations of a potential hazard that have a direct or indirect negative impact on the development (digitalization) of education, which occurrence is associated with real uncertainty caused by the inefficient HR management system and HR performance. The term “digital expertise of the managerial staff of an educational institution” is defined as an integrative personal quality expressed in the ability and willingness of the managerial staff of an educational institution to design and/or apply digital systems and technologies to achieve development (digitalization) of education and educational institution. The main criteria for the digital expertise of the educational institution’s managerial staff are their abilities and willingness to provide: (1) the continuous development of the digital competency of the teaching and managerial staff of the educational institution; (2) designing a graduate’s expertise model that meets the requirements of the digital economy; (3) introduction and application of digital systems and technologies in the fulfillment of educational programs; (4) adoption and employment of digital systems and technologies in the management of the educational process and educational institution. The regular relationships between immature digital expertise of the educational institution’s managerial staff and the results of the education development (digitalization) have been substantiated. The findings can be useful in designing a system for management of education development and a system for the development of an educational institution’s managerial staff.

Training has become an essential part of today’s successful businesses of any nature and not only for acquiring capabilities but for focusing on the effectiveness with linking to employee performance and retention. This paper examines the training effectiveness and performance of academic staff in higher learning institutions with case observation at the Institute of Public Administration Zanzibar. The study specifically determines the contribution of training outcomes to the level of academic performance of staff in the Institute of Public Administration and examines the trends of training schemes for the academic staff and their influence within the institute. A descriptive survey approach was employed to tackle the target and a survey questionnaire was used as a tool to gather data together with interviews and documentary review to elicit the information from the sample. Fairly representative samples of 115 respondents who make up 10% of the total population were chosen from academic staff trainees, non-academic staff, and students. The qualitative data were subjected to analysis through Statistical Package for Social Science (SPSS) and quantitative data were summarized in tables and charts. The findings revealed that existing staff training has a positive contribution to the academic performance in the institute with 83%. In addition, there is an existence of training opportunities for employees of the Institute but the institute has no specific schedule for staff training. The findings also show that getting on Design Quarterly Staff Training on Specific Institution Needs, Conduct Needs Assessment for Long Term and Short Term Training, Prepare Sufficient Budget for Staff Training, Benchmarking the Performance Outcomes Prior and Post Staff Training, Developing the Measurable Performance Indicators and Conduct Continually Performance Assessment is very important to the Institution academic staffs. These results show that the management of the Institute should set up a training policy that will include a well-designed training schedule for the academic staff. Also, the institute should conduct training Needs Assessments for long-term and short-term training in order to identify the effective training for its staff and design quarterly staff training on specific institutional needs.

Human Resources (HR) departments in previously disadvantaged higher education institutions (HEI) in South Africa have contributed to the crisis that has led them to be governed by appointed Administrators assigned by the Ministry of Higher Education and Training. The malfunctioning of HR departments persists even in the post-Administrator’s era, with a prevalence of personal, interpersonal and operational challenges. This study aimed at interrogating challenges faced by the HR Department of the university concerned post the appointed Administrator era and its negative effects. This study adopted a qualitative research approach whereby in-depth interviews were conducted with a sample of 10 HR Department staff members. Focus group discussions were also carried out with 20 academic and non-academic university leaders. Further data was also collected through ethnographic observation and secondary data was also used. The non-probability purposive sampling was used for qualitative analysis and NVivo was used for organizing and analyzing data gleaned from the in-depth interviews. The study findings consistently revealed unclear roles and responsibilities, outmoded recruitment and selection processes and poor interpersonal relations amongst the HR department staff members as some of the challenges that still persist post the Administrator’s era, all of which have contributed to the paralysis of organizational culture. University leaders can use the study findings as a tool to devise and implement radical change management interventions aiming at re-engineering HR departments that are operating abnormally, as well as for designing a responsive HR Strategic Architect. This study will contribute to the body of knowledge in the HR fraternity as there is a dearth of published studies on the internal challenges faces by HR Departments (both interpersonal and operational), which have the potential to hamper smooth operations of higher education institutions.

The information educational space has become a new organizational and pedagogical system of educational institutions with the potential of open and remote access to educational resources, pedagogical staff’s innovative activities, constant monitoring of students’ knowledge, skills, and interaction of the participants of the educational process. One of the ways of civil protection specialists’ training, retraining and advanced training system modernization is the introduction of innovative pedagogical, information and communication technologies into the educational process. 
 However, it should be noted that the programs launched at both state and departmental levels did not become mobilizing measures that would allow to avoid the dispersion of intellectual, material and especially financial resources in the context of the formation of a targeted information educational space by focusing efforts on intellectual scientific and pedagogical potential of the educational system. In such a situation, haphazard and normatively unregulated dissemination of teachers’ personal and educational establishments’ websites on altruistic principles using cloud technologies has become quite widespread.
 The educational institutions of departmental subordination, including the ones in civil protection, as mentioned in the Strategy for reforming the State Emergency System for 2017-2020, did not overlook this problem. The National Strategy for the Education Development until 2021, approved by the Decree of the President of Ukraine dated 26.06.2013 No. 344/2013, is directed to remedy this situation, but the measures implemented are still more declared than stimulating and not aimed at initiating a mechanism that would unite the pedagogical community within the state target project for national information educational space creation. Strategic documents and national education projects are designed, first of all, to support the innovative activity of pedagogical teams and to prepare teachers for work in the information society. Organized by the Human Resources Department, the competition “Creating and Developing Together” became an effective motivational tool for attracting the SESU researchers and pedagogical staff of higher education institutions.
 Developing the information educational system based on the systematic approach makes it possible to identify the main functional elements in its structure in order to model and describe the processes of each individual element, as well as in their process-functional interrelation.
 In the paper, the information educational environment is introduced in a purely pragmatic format to train civil protection specialists. It represents a set of artificially created situations which provide basis for educational information transfer and assimilation, professional knowledge accumulation, skills and competences development and, at the same time, the development of personal qualities of this integrated profession.

<p>The article is theoretically grounded on the technology of organizing the<br> interaction of the pedagogical staff of a comprehensive educational institution with<br> parents. The author emphasizes the fact that the result of the organization of<br> interaction of the teaching staff of a comprehensive educational institution with<br> parents is formed preparedness for this type of activity. When substantiating<br> pedagogical technology, the following stages of its implementation are identified in<br> the article: motivational, substantive and constructive. All three stages are aimed at<br> efficient organization of the interaction of the educational staff of the general<br> educational institution with parents, the formation of all structural components of<br> readiness (motivational, cognitive-operational, creative, evaluative-reflexive). The<br> motivation stage of the pedagogical technology of organizing the interaction of the<br> pedagogical staff of the general educational institution with parents was determined<br> through a set of needs, interests, desires, plans, programs, motivations. The semantic<br> stage of the pedagogical technology of the organization of interaction of the<br> pedagogical staff of the general educational institution with parents was to provide<br> parents with reliable and conscious knowledge of the psychological and pedagogical<br> minimum of knowledge regarding the upbringing of children. The constructive stage<br> of the pedagogical technology of organizing the interaction of the pedagogical staff<br> of a comprehensive educational institution with parents is a collection of all types,<br> forms, abilities, personality traits, techniques, methods used in the parent's<br> educational activities. In the process of organizing the interaction of the teaching<br> staff of the general educational institution with the parents the criteria are specified<br> (motivational, cognitive-information, operational-activity, reflexive-productive),<br> indicators are determined for the selected criteria and the level of formation of<br> readiness to interact with the pedagogical staff of the general educational institution<br> with parents (high, medium , low).</p>

This study investigated the relationship between reward system and job involvement of academic staff in Ogun State tertiary educational institutions. The study was guided by a research question and two null hypotheses. The descriptive survey design was adopted for the study. The population comprised all the 3055 academic staff in all the eight Ogun state government owned tertiary educational institutions. The sample comprised 305 academic staff (10% of the population) selected from four tertiary educational institutions using multi-stage sampling technique. Two instruments were used for data collection, these were: a researcher designed, validated and reliable instrument (r=.86) entitled “Reward System Questionnaire” (RSQ) and a standardised Job Involvement Scale (JIS) adapted from Kanungo (1982). Data obtained was analysed using Mean and Standard Deviation to answer the research question, while, Pearson Product Moment Correlation was used to test the hypotheses at 0.05 level of significance. Findings showed that the reward system for academic staff in the institutions was inadequate (weighted mean = 1.44); that a significant relationship existed between financial rewards and job involvement of academic staff (r=.503;P<.05; df=303) and that there was a significant relationship between non-financial rewards and job involvement of academic staff (r=.712;P<.05;df= 303). It was recommended among others that the state government should increase financial allocations to its higher educational institutions and ensure that subventions are released on time to the institutions.

Over the course of many years, shifts in the U.S. population have led to widespread changes in the backgrounds of students and staff in institutions of higher education. The ensuing cultural diversity and multilingualism brings a new richness to these environments, though not without challenges for members of respective groups to interact and work together effectively. In this column, M. Asim Qayyum suggests an approach for bridging the gap between divergent cultures. Building on an analysis of data drawn from a multicultural symposium, he suggests an intercultural training framework that can be utilized by information professionals and others.--Editor Demographic trends in the United States indicate that students and staff in higher education institutions are increasingly coming from culturally diverse and multilingual backgrounds. (1) So what are the challenges faced by educators, librarians/information professionals, and students when they work or study in multicultural settings? How does the management of these institutions ensure that interaction between cultures is improved, removing barriers and bringing the minority community into mainstream activities? Life experiences show that only effective interaction can help members of minority groups understand and adopt majority values, and by so doing, play a fuller and richer role in the community. The urgent need is to understand the characteristics of diverse communities so individuals can be taught how they can reach out and communicate with each other for effective knowledge transfer. An ideal state will be achieved when minority groups are able to connect with and be identified as part of the community, and the majority population is able to understand and accommodate minority cultures. To address the challenges and concerns outlined above, this article discusses the themes that can be used to design intercultural training workshops in academic settings. The objective is to prepare a ready response to the needs of the library community by understanding the culture in terms of the beliefs people hold about the world, the values they share about living in the community, and the way they treat one another. (2) The recommendations can be used by management teams to improve intercultural communication and to maximize the participation and amalgamation of minority cultures into the mainstream culture. WHY MULTICULTURAL TRAINING? The premise is that academics and librarians will successfully cross intercultural boundaries if they are aware of key tenets of intercultural communication and its implications on educational activities. For example, Nataowitz concludes that librarians need training in broader subject areas to serve international students. (3) Consider the presence of Latinos in the library profession: in 2003 there was only one Latino librarian for every 9,177 Latino patrons as compared to one white, non-Latino librarian for every 1,830 white, non-Latino. (4) The demographics are still changing, affecting not only the community at large but also the workplaces and educational institutions as having coworkers or clients from different cultural backgrounds becomes the norm. The invisible societal structure is no longer homogenous or familiar, and librarians must realize that the new information structure is deeply embedded in various cultural contexts that need to be understood. (5) Cultural competency-building practices in libraries, especially public libraries, were recognized and embraced some time ago, and existing information studies educational programs do offer some cultural awareness and internships. (6) However, there is still demand for on-the-job multicultural training programs to guide information professionals. (7) IMPORTANCE OF MANAGEMENT'S SUPPORT FOR CULTURAL TRAINING PROGRAMS Management's support for multicultural training programs is critical because they have no tangible outputs. The selling point is that cultural competency training helps build an understanding of the varied experiences of diverse cultural and ethnic groups so that communication barriers across cultures are addressed and bridged. …

The purpose of this article is to study the trends in the development of general secondary and primary education in Ukraine as a prerequisite for the formation of an effective policy of marketing communications in educational institutions. The study noted the relevance and peculiarity of marketing communications in educational institutions. It is emphasized that they become not just a means of promoting educational services, but also a tool for building long-term relationships, creating a positive image and forming the brand of an educational institution. It is noted that this requires educational institutions to change the traditional approach to communications and use new methods such as content marketing, social media, and webinars to engage audiences and communicate their benefits. With the introduction of digitalization, educational institutions are faced with the need to adapt their communication strategies. Thus, the main trends and aspects that affect the educational sector were allocated and summarized, namely: digitalization of education, individualization of learning, improving the quality of education, cooperation with enterprises. An analysis of the market of educational services of primary and general secondary education in Ukraine in the period from the 2000s to the present day has been carried out. It is noted that until 2019, this market had relatively established trends, characterized by active development under the influence of reforms and technological progress. However, the COVID-19 pandemic and Russia’s full-scale invasion of Ukraine in 2022 significantly affected all spheres of life. Demographic problems, uneven funding, and insufficiency or destruction of infrastructure in remote regions of the country have created some difficulties. On the other hand, the reports that were analyzed also note positive changes related to the integration of new technologies, support for innovative approaches and expansion of the network of alternative educational institutions, which contributes to the intensification of development and improvement of the quality of educational services. Based on statistical analysis of such indicators as the number of applicants for complete general secondary education; the dynamics of the birth rate in Ukraine; the number of pedagogical and scientific-pedagogical staff in educational institutions for the analyzed period; change in the number of educational network institutions in the regional context; arrangement of shelters in institutions, the article summarized the main reasons for such changes, among which the main one was the war, which caused demographic shifts and internal and external migration of the population.

The paper highlights the problems of evaluating the effectiveness of the process of advanced training of pedagogical staff in the context of the diversification of relevant educational services. After the analysis of scientific sources, it has been proven that the mentioned topic is not sufficiently developed by domestic specialists and it requires the activation of scientific research in this direction. 
 As a result, an attempt was made to develop and theoretically substantiate an information matrix regarding providers that give services for advanced training of pedagogical staff, a matrix of coordination of the professional competencies of the pedagogical worker, the competencies which need improvement in the process of advanced training and their evaluation. An example of a matrix for evaluating the dynamics of the professional competence of a pedagogical worker based on the results of advanced training is also given.
 The presented paper is a logical continuation of the author's previous work on the transformations of the process of advanced training of teaching staff, which began after the Law of Ukraine «On Education» came into effect. The main focus is on the relations between the presented theoretical provisions and the procedures for creating an internal system for ensuring the quality of education in a general secondary education institution, procedures for self-evaluation of the work of an educational institution and institutional audit. 
 Particular attention is paid to the issue of compiling that part of the portfolios of pedagogical workers, which highlights their professional development in the process of lifelong learning. The paper emphasizes that the use of the theoretical provisions presented in it will form a systemic vision of the process of advanced training as a component of the socio-pedagogical system of the respective educational institution in the teaching staff and administration of general secondary education institutions. Considerable attention is paid to the selection and use of tools for evaluating the results of advanced training. The need to unify relevant procedures and their technology is emphasized.

Background and Aims: Research on "Administration of the student support system of educational institutions under the supervision of the Chaiyaphum Provincial Learning Promotion Office" has the objectives to (1) study the level of administration of the student support system of educational institutions under the supervision of the Chaiyaphum Provincial Learning Promotion Office. (2) Compare opinions of personnel regarding the administration of the student support system. Classified according to the position, duties and size of educational institutions. (3) Study guidelines for developing and improving the administration of student support systems in educational institutions in Chaiyaphum Province. Methodology: The research sample consists of civil servants, government employees and contract employees who work in educational institutions under the Chaiyaphum Provincial Learning Promotion Office in the academic year 2023, numbering 226 people. The sample size was determined using the Crejcie and Morgan tables. The tools used to collect data include a questionnaire with a reliability equal to 1 and a structured interview. Data analysis uses statistics such as frequency, percentage, mean, and standard deviation, T-test, F-test, and qualitative data analysis. Results: The results of the research found that (1) opinions regarding the administration of the student support system of educational institutions under the Chaiyaphum Provincial Learning Promotion Office; Overall, it is at a moderate level. (2) When comparing opinions of personnel regarding the administration of the student support system. Classified by location and size of educational institution It was found that overall there was no difference and when considering the different aspects, no differences were found either. (3) Guidelines for developing the administration of the student care and support system include: 1) Knowing students individually: Educational institutions should seriously operate the student care and support system. By appointing a responsible person and storing student information up to date. 2) Student screening: Educational institutions should take information from each student to screen and divide students into groups according to specified criteria. 3) Problem prevention and resolution: Educational institutions should educate students about the problems they face. To provide students with knowledge and the ability to solve recurring problems. 4) Promoting student development: Educational institutions should organize activities that match the interests of students. To instill social responsibility. 5) Referral aspect: Educational institutions should coordinate with specialists related to student problems in order to provide appropriate assistance. Conclusion: Administration of the student support system of educational institutions under the Chaiyaphum Provincial Learning Promotion Office According to the opinions of personnel classified by position and the size of the educational institutions, overall, are not different When considering each aspect, it was found that every aspect was not different.

The article introduces the developed 3D mapping of digital competency. The necessity of radical changes aimed at improving the quality and competitiveness of education, changing the role of scientific and pedagogical staff in Ukraine in accordance with world requirements is substantiated. The analysis of the state policy and regulatory framework in the field of digital skills and competencies in Ukraine, research on information and communication competency in the European educational space, in particular UNESCO recommendations, the digital competency framework for citizens DigComp 2.0 and the digital competency framework for educators DigCompEdu, requirements for digital literacy in the United States, in particular the standards of the International Society of Technology in Education (ISTE), as well as development of digital competency in Ukraine. As a result of the analysis of these documents, questionnaires were developed for three groups of respondents – pedagogical staff and students of institutions of higher education and teachers of general secondary education institutions - and questionnaires were conducted in six Ukrainian universities within the framework of the international project Erasmus + MoPED. The developed 3D mapping reflects the trends of understanding by pedagogical staff and students of institutions of higher education and teachers of secondary education institutions of the main modern educational trends, the use of innovative pedagogical technologies and digital instruments in the educational process. The attitude of the three groups of respondents to the actual educational trends, innovative pedagogical technologies and the level of interest in mastering digital tools and their ability to use them effectively in the educational process according to the results of the questionnaire has been highlighted, which made it possible to compare the attitude of pedagogical staff of institutions of higher education, teachers and students to the above categories at the present stage.

ABSTRACTIncidents of workplace violence are commonplace against nurses and personal care assistants (PCAs) employed in aged care facilities. This article examines ways in which managers and human resource (HR) departments manage workplace violence. In this context, understanding anti‐violence human resource management (HRM) practices and other ways in which incidents of violence are managed may have important implications for workforce sustainability. Greenwood and Freeman's [Greenwood, M., & Freeman, R. E. (2011). Ethics and HRM: The Contribution of Stakeholder Theory. Business & Professional Ethics Journal, 269–292.] conceptual model of employee engagement and “ethical” HRM underpins this study by focusing on stakeholder engagement and stakeholder agency. We take a qualitative approach to examine workplace violence in aged care facilities in Australia by conducting semi‐structured interviews with 60 participants. We report on narratives of participants highlighting the unethical use of HRM as evidenced by a lack of anti‐violence HRM in aged care facilities. To encourage greater workforce sustainability, we argue that HR departments and managers need to behave ethically and better support the management and mitigation of workplace violence against workers in aged care facilities. Our paper provides new theoretical and practical insights into understanding the role of stakeholder engagement and stakeholder agency, and the moral treatment of employees through the development of anti‐violence HRM within the aged care context.

Subject area Leadership, change management, knowledge transfer, quality, car manufacture, organisational culture, staff training and development. Study level/applicability This case study is intended for undergraduate courses on principles of management, cross-cultural management and organisational behaviour; postgraduate and MBA courses as above in addition to leadership studies and change management courses. Case overview Globalisation inevitably led to attempts to transfer know-how and expertise to markets in different locations and cultures, where the particular organisation is willing to begin to operate. Hence, the need for understanding the conditions for successful knowledge transfer is especially important. The globalisation process in the Eastern bloc, which began in 1990, is a good example of knowledge transfer where the mutual meaning creation played a crucial role. This case study illustrates the process of international knowledge transfer between Western Europe and an emerging economy using the example of DAK Corporation and quality transfer to Poland. The case is especially useful for undergraduate and postgraduate students, including MBA students, studying general management as well as more specialised courses stemming from international management, for example, cross-cultural management and organisational behaviour. Since the material focuses on people management and development as well as organisational culture creation, current and future practitioners from the human resources department will find it particularly useful. Students considering a career in a multinational company can also use this case in their preparation for the challenges of operating in a global business environment. Expected learning outcomes These include: understanding of the process of international and cross-cultural knowledge transfer; identification of key cultural and organisational factors contributing to the success of international knowledge transfer; understanding of the organisational culture creation process; and exploration of the process of new staff development and training. Supplementary materials Teaching notes are available.

The article reveals features of the formation and development of pedagogical departments in the structure of Institutes of folk education (IFE) (1922–1930). It was established, that decisions about research departments in 1922 and 1925 years gave grounds for developing pedagogical theory and practical training of the teaching staff of higher pedagogical educational institutions. It was underlined, that the close cooperation of paedology departments, reorganized in pedagogy departments, with institutes of folk education is conditioned by needs of Ukrainian secondary education and favored the formation of the cathedral system of pedagogical education at the beginning of 1930-s.Due to the historical-structural, historical-genesis and historical-comparative research methods, the study revealed the socio-political background of the organization of paedology departments, its influence on the development of scientific pedagogy, analyzed the features of the development of paedology and pedagogy departments, compared and juxtaposed the experience of the studied departments, content of the work of their sections, proved that paedology and pedagogy departments, organized at the beginning of 1920-s, have common origins and aim of training of scientific-pedagogical staff and elaboration of pedagogical science