The Struggle for the Future: An Alternative Model or a Competition of Scenarios?

Forecasting life expectancy, years of life lost, and all-cause and cause-specific mortality for 250 causes of death: reference and alternative scenarios for 2016–40 for 195 countries and territories

The impact of the plains afforestation program and alternative land use scenarios on ecosystem services in an urbanizing watershed

The study aimed to identify the level of effectiveness of educational programs provided to students with disabilities at the Academy of Tayeb Ali Taha in Kosti, in light of the international standards of special education. The researchers used the descriptive correlational method. To collect data, indicators of the international standards of special education, which include strategic planning, educational administration, educational environment, educational programs, family participation, integration and transition services, and evaluation, were applied. The indicators were used with a purposive sample of (34) employees of Al Tayeb Ali Academy for Special Needs. The SPSS software was used for data analysis. Major results revealed a low level of effectiveness of the programs presented in light of the international standards of education with a mean of (2.28) at the level of statistical significance (0.05). Findings also revealed significant differences at the level of significance (0.05) and a mean of (41.83), which indicates the highest level of effectiveness. The mean of effectiveness of the educational environment dimension was (37.166); the dimension of administration and workers scored a low medium mean of (27.25); and the dimension of integration and transition services scored a mean of (25 33). The lowest level of effectiveness of the dimensions: the participation of the family scored a mean of (16.58), and the strategic planning scored a mean of (19.50). The study recommended preparing trained teams to evaluate the effectiveness of the standards for the different programs and services provided to students with disabilities in the "White Nile State", implementing accountability system, and rolling out the criteria and indicators adopted by the Council of Persons with Disabilities to all institutions in the state. 
 Keywords: educational programs, the disabled, international standards of special education

The study aimed to identify the level of effectiveness of educational programs provided to students with disabilities at the Academy of Tayeb Ali Taha in Kosti, in light of the international standards of special education. The researchers used the descriptive correlational method. To collect data, indicators of the international standards of special education, which include strategic planning, educational administration, educational environment, educational programs, family participation, integration and transition services, and evaluation, were applied. The indicators were used with a purposive sample of (34) employees of Al Tayeb Ali Academy for Special Needs. The SPSS software was used for data analysis. Major results revealed a low level of effectiveness of the programs presented in light of the international standards of education with a mean of (2.28) at the level of statistical significance (0.05). Findings also revealed significant differences at the level of significance (0.05) and a mean of (41.83), which indicates the highest level of effectiveness. The mean of effectiveness of the educational environment dimension was (37.166); the dimension of administration and workers scored a low medium mean of (27.25); and the dimension of integration and transition services scored a mean of (25 33). The lowest level of effectiveness of the dimensions: the participation of the family scored a mean of (16.58), and the strategic planning scored a mean of (19.50). The study recommended preparing trained teams to evaluate the effectiveness of the standards for the different programs and services provided to students with disabilities in the "White Nile State", implementing accountability system, and rolling out the criteria and indicators adopted by the Council of Persons with Disabilities to all institutions in the state. 
 Keywords: educational programs, the disabled, international standards of special education

The framework and development of International Education Standards (IES), attention is given to both the content of the IES, moving from guidelines to standards and to the process of their establishment by the International Accountancy Education Standards Board (IAESB). As in all sectors of the global financial infrastructure, benchmarks for accountancy education in countries with very different characteristics have become increasingly important. The IES establish the necessary elements of pre-qualification and post-qualification education and training. Conceptual subjects are covered in a Framework for IES with the objectives of the IES, the mission and strategy of the IAESB, the consultative process and, not in the least, the nature, scope and authority of the IES. The roles of learning, education, on-the-job training and off-the-job training are considered. The Framework and the strategic plan of the IAESB both point to the objective of the IES being ultimately being accepted by governments, regulators, academics, accountancy practices and the public. Over the last decade the IES have become increasingly accepted as benchmarks for good practice. The competency framework distinguishes three major areas: general country characteristics, standards for accountancy education, and competency pillars for accountants and auditors. The use of the competency framework makes it possible to present country results in a comparable format that can be used for analysis and evaluation. IES have been used as benchmarks for accountancy education on a country level. Higher level requirements of the IES are discussed, as well as the principles of the benchmarking methodology. Classification criteria for the selection of countries are considered.

In the context of the globalization of the accounting profession, the alignment of university study programs with international education standards is an essential condition for the training of competitive specialists in the field of auditing. The International Standards of Education (IES) developed by the International Federation of Accountants (IFAC) set clear requirements on the skills, knowledge and ethical values necessary to practice the profession of auditor globally. Adapting university curricula to these standards contributes to increasing the quality of the educational process and strengthening public trust in the accounting profession. Higher education institutions face the challenge of correlating national training requirements with the international principles and recommendations promoted by IFAC. In this context, the analysis of the degree of compliance of accounting study programs with IES standards becomes a necessary step for the modernization of the educational system and its integration into the international academic and professional space. The research contributes to deepening the perception of the contemporary requirements for access to the auditing profession, by analyzing the decisive role of accounting higher education in ensuring professional training in accordance with international education standards.

Intensifying competition, globalization and removal of commercial borders has evolved accounting day-by-day and accounting professionals are required to keep up with this transformation. Accounting education is not only comprised of teaching how to keep book and reporting, but also aims that professionals to gain objective point of view towards current statuses, establishing strong communication, effective usage of technology, and practicing ethical and moral values in their business lives. As a global accounting language has been structured, education of prospect accountants is required to be put in prominence. The proliferation of the IFRS (International Financial Reporting Standards) constitutes the foundation of the standardization in accounting education. Administration of common standards is important as well as setting them across the accounting domain. In our contemporary world, accounting education necessitates developing competency in theoretical knowledge, catching up with updates, training on efficient usage of technology and ethical concepts. In parallel to the efforts for institutionalization of single accounting system as global standard, International Educational Standards (IES) have been published by the International Accounting Education Standards Board (IAESB) to acquire equivalent quality in accounting education around the world. IES issued by the IAESB aims proliferation of accounting education standards. In order to ensure competency on accounting knowledge that could be needed by an accounting professionals, the relevant standards that could be administered by all accounting related organizations have been prepared and published since 2005. Finally, the accounting educationstandards are comprised of eight basic standards and the latest update was introduced in 2007. As the first four of these standards are concerned with education of accounting professionals, the fifth, sixth and seventh are concerned with the education of standards and beyond; the eight and the last standard is about auditing. In the present study, the expanded translation of the version of the International Accounting Education Standards revised in 2017 is considered. Eight of Accounting Education Standards are evaluated individually and current statuses in Turkey and in the world are comparatively assessed. Finally, it is considered that whereas IES 1, IES 5, IES 6, IES 7, and IES 8 are valid, the IES 2, IES 3, and IES 4 are partly valid

The introduction of International Education Standards (IES) signals a clear move by the International Accounting Education Standards Board (IAESB) to ensure high quality standards in professional accounting education at a global level. This study investigated how IES are perceived and valued by member bodies and academics in three counties: Australia, Japan, and Sri Lanka. It examined: (1) levels of awareness of IES; (2) drivers of compliance and convergence and non-compliance and non-convergence with IES; and (3) key factors influencing IES adoption. Both quantitative and qualitative data have been collected from interviews and questionnaire surveys to report on these findings. Further, as part of the study, comprehensive case studies of the accounting education systems of Australia, Japan, and Sri Lanka were developed. These case studies not only provided an insight into issues of diversity, culture, and language as they relate to IES, but also preceded the development of a global model of accounting education.1 This model is proposed as a way to assist interested parties in any country to readily identify their own unique system of professional accounting education.

This work aimed at identifying and analyzing the evaluation methodologies used in the teaching-learning process in Accounting programs in the light of the Evaluation Theory. The Evaluation Theory, a theory proposed by Scriven (1966), classified evaluation in three methodologies (diagnostic, formative and summative), according to the intended goal. The evaluations are also used to ascertain if the student possesses the professional competencies (knowledge, abilities and attitude) necessary to future professional work. The guidelines that rule all educational practice, including the evaluative practices of the teaching-learning process and the professional competences to be learned by the students, are presented on Program Pedagogical Projects. With the standardization of knowledge in mind, focusing on educational competencies that reverberate on a professional setting, the International Education Standards (IES) implemented by the International Accounting Education Standards Board aim to internationalize the education in Accounting Sciences, and IES 6 proposes principles to be followed for the Assessment of Professional Competence. Hence, we also analyzed the principles proposed by the IES 6 in the evaluation process used by teachers in undergraduate Accounting programs and in Program Pedagogical Projects. In order to accomplish our goals, a mixed researched of descriptive nature was carried out. The data was collected in two phases: the qualitative phase, during which we analyzed the contents of 20 Pedagogical Projects of Accounting Programs offered by federal and state public Higher Education Institutions in the Southeast Region of Brazil; and the quantitative phase, during which 141 teachers answered an online questionnaire, all of them currently working in the undergraduate programs of the 25 institutions that made up the sample researched. The questionnaire was formulated according to the literature presented in the references. For data analysis, statistical correlation tests were used, besides tests for multiple comparisons between proportions and Kruskal-Wallis, according to the format of the questionnaire’s assertive answers, and, as a beacon, two questions on the profiling of the respondent were used, those being: how long the respondent had been teaching in higher education, and what field the subject(s) taught on the Accounting undergraduate program belong to. The results show that, even when not explicitly indicated in all Program Pedagogical Projects, all teachers employ the principles proposed by IES 6, and the Evaluation Theory’s summative and formative evaluation methodologies that are found in the Pedagogical Projects. The diagnostic methodology, when present in said Projects, was not in accordance with the Theory, and that may have had an influence in its employment by teachers, seeing that only 27,66% of the respondents reported employing this methodology. The Kruskal-Wallis tests show that the teachers that have been working on higher education for longer provide more feedback to each student (formative methodology) and are more transparent in divulging a schedule of tests. Little correlation was found both in assertive of the Evaluation Theory and in the principles of IES 6, considering that, in a 5% significance level, the longer the time teaching in higher education, the less do teachers judge it necessary to employ tests with practical questions related to professional accounting settings. The test for multiple comparisons between proportions indicated no difference between the proportions of teachers in the fields of Auditing, Finances, and Taxing to the methodologies of the Evaluative Theory and between the methodologies of the Evaluative Theory and all the fields of the subjects taught by these teachers.

Physical education (PE) plays a pivotal role in fostering students’ holistic development, and promoting physical health, along with social, emotional, and cognitive growth. As societies worldwide recognize the importance of physical activity in combating sedentary lifestyles and related health issues, the quality of physical education programs has come under increasing scrutiny. In this context, UNESCO's Quality Physical Education (QPE) guidelines have emerged as a critical framework, setting international standards for effective and inclusive physical education. This paper evaluates Malaysia's physical education program, specifically assessing its alignment with UNESCO's Quality Physical Education (QPE) guidelines. The analysis identifies the strengths and areas for improvement within Malaysia's physical education system in line with UNESCO’s QPE guidelines by drawing upon various sources, including literature, policy documents, and empirical data. The evaluation, employing a qualitative approach, sheds light on the importance of these factors in achieving international standards for quality physical education. The findings highlight the importance of adequate funding, infrastructure development, teacher training, stakeholder collaboration, and monitoring mechanisms in achieving international standards for quality physical education. The outcomes of this evaluation offer valuable recommendations for policymakers, educators, and stakeholders to enhance the quality and effectiveness of physical education in Malaysia, ensuring the promotion of active lifestyles, holistic development, and equitable access to physical education opportunities for all students.

هدف هذا البحث إلى التعرف على المعايير العالمية لتعليم العلوم في محتوى منهج العلوم للصف الأول المتوسط في المملكة العربية السعودية، بالإضافة إلى وضع تصور مقترح لمحتوى منهج العلوم للصف الاول المتوسط في ضوء المعايير العالمية لتعليم العلوم، ولتحقيق اهداف البحث تم استخدام المنهج الوصفي، وتمثلت الأداة في قائمة بمعايير محتوي منهج العلوم للصف الأول المتوسط في ضوء المعايير الأربعة المحددة (المفاهيم والعمليات الموحدة-العلم كاستقصاء-العلم والتكنولوجيا، العلم من منظور شخصي واجتماعي) تشتمل على (23) معيارا، (70) مؤشرا، تم تطبيقها على عينه من كتب العلوم للصف الأول المتوسط بفصليها الأول والثاني. وبينت نتائج البحث أن تضمين معايير مجال العلم كاستقصاء بنسبة(24%) بتقدير منخفضة في محتوى الكتب عينة الدراسة، وعلى مستوى المعايير الرئيسة حصل تضمين معايير مجال المفاهيم والعمليات الموحدة بنسبة(51%) بتقدير جيد في محتوى الكتب عينة الدراسة، ثم معايير العلم والتكنولوجيا بنسبة(15%) وتقدير منخفض، وأخيراً معايير العلم من منظور شخصي واجتماعي بنسبة(10%) وتقدير منخفض، بالإضافة إلى ذلك توصلت الباحثة إلى وجود قصور في تضمين معايير مجال العلم والتكنولوجيا في محتوى الكتب عينة الدراسة. وفي ضوء النتائج تم تقديم جملة من التوصيات والمقترحات لتطوير مناهج العلوم في ضوء المعايير العالمية لتعليم العلوم، أهمها: ضرورة اهتمام مطوري منهج العلوم بالمعايير العالمية لتعليم العلوم خاصة مجال العلم والتكنولوجيا، والعلم من منظور شخصي واجتماعي في محتوى منهج العلوم للصف الأول المتوسط، الاهتمام بتطوير التدريبات في منهج العلوم وأساليب التقويم، لتنمية مهـارات الاستقصـاء بشكل أكبر لدى طلاب المرحلة المتوسطة، الاهتمام بتنقيح محتوى وأنشطة منهج العلوم بالمرحلة المتوسطة من الحشو الزائد، حيث إن كمية المعلومات هي السمة البارزة في الكتب الدراسية لهذه المرحلة ممـا يعوق تطويرها في ضوء معايير التربية العلمية بمجالاتها ومؤشراتها المختلفة.

Introduction. The discussions in the scientific and educational environment on the scientific status of theology, its prospects in the system of university education, the opportunities opening for religious education in Russia, show the relevance of the analysis of the place of theology as a sphere of scientific knowledge in a number of social and humanitarian sciences and reflections on the essence of theological education and enlightenment that influence the axiological basis of society.Aim. The aim of the study is to conceptualise “theological education” and “theological enlightenment”, which define the focus of the conversation about religion today. The objectives of the study are related to determining the scope of each of the concepts and considering promising educational and enlightening practices in Russia.Methodology and research methods. The scientific argumentation presented in the article is based on the following theoretical research methods: logical analysis, structural and functional method, discursive analysis, axiological approach. The basis is an interdisciplinary methodology that allows synthesising approaches peculiar to various social and humanitarian sciences. When describing educational practices, the methods of comparative analysis, systematization and classification were applied.Results. It is determined that the educational paradigm is being changed today: the “return” of the religious component to education is considered as an attempt to set a new education coordinate system in the unity of horizontal (institutional) and vertical (meaning-forming) vectors. The authors define the essence of theological education in a broad (the formation of an axiological basis) and narrow (the process and result of the implementation of values in educational practice) sense. Moreover, the authors reveal the specifics of theological education in professional and comprehensive education. Changes in educational practices over the past few decades have affected educational activities in the field of religion, which required an analysis of the “theological education” concept and the definition of its prospects in a digital society. The authors describe the principles, conditions and directions of the implementation of theological enlightenment.Scientific novelty. The paper presents a terminological analysis of the categories of “theological education” and “theological enlightenment”, which are relatively new for pedagogical science.Practical significance. The conclusions presented in the study on the possibilities of theological education and theological enlightenment may be of interest to developers and organisers of religious educational programmes.

Accreditation of advanced clinical practice of musculoskeletal physiotherapy in England: a qualitative two-phase study to inform implementation

BackgroundEvaluating the curriculum based on its success rate in preparing skilled midwives proficient in performing professional skills is a fundamental component of the midwifery education system. This study aimed to evaluate the content, strengths, and weaknesses of the midwifery curriculum in Iran based on the most recent ICM midwifery education standards in all competence areas, as well as to obtain expert feedback on the necessary courses or lessons for the curriculum using the Delphi method.MethodsThis research was conducted in two phases: comparative analysis and the Delphi method. In the comparative analysis, the curriculum mapping tool was used to compare Iran’s midwifery curriculum for bachelor’s degrees to the international standards for midwifery education proposed by ICM in 2019 by a four-point Likert scale (adequate- relatively adequate- relatively inadequate- inadequate). Two individuals evaluated the curriculum independently for the presence of theoretical and clinical courses for attaining each relevant competency. In case of disagreement, the opinion of a third person was used. After identifying the academic deficiencies and weaknesses of the curriculum, the Delphi technique was used with the cooperation of the midwifery board members and directors of midwifery groups from across the country to collect feedback about new courses or lessons that need to be incorporated into the curriculum.ResultsAfter a comparative analysis, 24 out of 315 essential competencies for ICM in the midwifery curriculum were found to be inadequate or relatively inadequate based on the three experts’ opinions after reviewing the programmatic courses and lessons in the curriculum. In 79.5% of the knowledge area and 71.6% of the skill area, the curriculum for midwifery in Iran corresponded to ICM essential competencies. After surveying expert members during multiple Delphi rounds, the members agreed to add some lessons to the midwifery curriculum, design a new course, and hold related workshops to cover the competencies identified as inadequate or relatively inadequate in the comparative analysis.ConclusionThe Iranian midwifery curriculum for acquiring 24 items of ICM essential competencies was deemed inadequate or relatively inadequate. Therefore, it seems in addition to revising Iran’s midwifery curriculum following ICM competencies, providing midwifery policymakers with infrastructure and additional support to develop and implement effective midwifery training programs is necessary to ensure that midwives are trained and equipped with the necessary competencies for practice.

Greenhouse gases, such as carbon dioxide, and atmospheric pollutants, such as sulphur, nitrogen oxides and particulate matter, are mainly generated from energy production and consumption. For several years the European Commission has given great importance to the control of atmospheric pollutants, establishing emission limits for LCPs (Large Combustion Plants), as well as national emission ceilings, at Member State level. The development of energy scenarios is the most crucial step in creating emission projections of air pollutants and greenhouse gases from energy sources, and “business as usual” (b.a.u.) energy scenarios are normally considered to elaborate upon reference emission scenarios, on the basis of the abatement measures ruled in the current legislation. However, the b.a.u. energy scenarios could be deeply modified by the implementation of policies and measures aimed at energy saving, so emphasising the synergies existing between Air Quality and Climate Change, and at the same time reducing the abatement costs to ultimately protect human health and the environment. From this point of view, energy efficiency and renewable sources comprise two essential policy instruments to achieve the final objective. In this paper, an alternative energy scenario, taking into account a set of policies for increasing the energy efficiency and the share of renewable sources, is analysed and assessed in terms of decreased air pollutants and carbon dioxide emissions. Synergies and trade offs in air pollution are also analysed through a comparative and quantitative analysis of the reference and alternative scenarios, under the commitment to achieve the reduction objectives. The study has been carried out by the GAINS-Italy model, a national integrated assessment model developed by ENEA in collaboration with the International Institute for Applied Systems Analysis (IIASA) in Laxenburg. The modelling activity is ongoing under the sponsorship of the Italian Ministry for the Environment, the Land and the Sea.