This paper argues that access to quality education and skills development programs for refugees, returnees and Internally Displaced Persons (IDPs) is not only one of the fundamental human rights that states and non-state actors have obligations to fulfill; it is also an integral part of sustainable development efforts which will have significant contributions to socio-economic transformation in host countries, countries of origin and countries of destinations in the event that refugees become migrant, which is sometimes the case. The Intergovernmental Authority on Development (IGAD) region, consisting of eight member states, namely, Djibouti, Eritrea, Ethiopia, Kenya, Somalia, South Sudan, Sudan and Uganda, host more than 13 million forcibly displaced people. This results from protracted and devastating conflicts; drought and famine and other natural or man-made calamities. Within the IGAD region, Somalia, South Sudan and Sudan produce 80 to 90% of displacement due to protracted civil wars. However, almost all the member states have refugees, IDPs or migrants sheltered in their territories. Access to higher education among refugees, returnees and IDPs is very low at only 3% compared to 36% globally. The figure for Africa is still dismal, at less than 1%; and the same holds true for the IGAD region. In an effort to address this major challenge facing these population categories, the Intergovernmental Authority on Development (IGAD) convened a high level regional (Ministerial Conference) on refugee education held in Djibouti, 12-14 December 2017. That Conference adopted what is now called the Djibouti declaration and Plan of Action for refugee education in the IGAD region. The major purpose of this paper was is to outline the refugee situations in general and the state of higher education in the region in particular. Key words: Higher education, refugees, returnees, host communities, Djibouti declaration, sustainable development.

This article focused on uncovering the background of the youth lamenting unemployment in the presence of agribusiness employment opportunities. A phenomenological qualitative design was employed to generate in-depth information. The sample frame was formed of youth agribusiness clubs from the district agribusiness office. Purposive and snowball sampling was used to recruit participants doing different agribusinesses. Photovoice, focus group discussions, and oral interviews were used to generate data, which was analyzed using content, discourse, and thematic approaches. The data revealed that background factors such as age, educational attainment, and marital status were key factors in explaining youth unemployment in agribusiness employment opportunities. The study found that most youths in rural areas marry soon after dropping out of school, followed by taking up agriculture as a livelihood. Those youth dropping out of school before they turn 18 are considered children and enter agribusiness without the necessary skills. Systematically, they are forced to engage in agribusiness at a very young age, such as 14, in order to survive and to take on family responsibilities. The study recommended the introduction of practical agriculture in primary and secondary schools so that school dropouts at least gain agribusiness skills for self-employment, as well as deploying new ways of reducing early marriages.

Education boosts any nation's economy. Sri Lankan higher education is competitive. Because only 15% of students who take the General Certificate Examination in Advanced Level (G.C.E A/L) are qualified to enter public universities, every student struggles to get into university. Some ineligible public college students attend private universities, vocational schools, or are migrant students. 15% of students qualify for public colleges, but their abilities and skills may limit their possibilities. These characteristics show that Sri Lanka doesn't assess students' talents, qualifications, and program interests when picking a university. Thus, this study seeks to understand how Sri Lankan students choose universities. The study uses student selection dimensional variables. Hossler (1999), Kotler and Fox (1995), Marketing Mix model for higher education, and Combined Complex Decision model (Holdswoth and Nind, 2005) to quantify student university choice. Convenient sampling selected 139 students from 150. Methods were quantitative and qualitative. Descriptive and inferential statistics examined data to attain study aims. HEM majors lost students due to employability. HEM programs' flexible financing options are the biggest factor in students' undergraduate choices. Female HEM majors are unemployed. According to the findings, Sri Lanka's tertiary education system needs a paradigm shift to properly select university students.   Key words: University choice, Students’ demand, Tertiary education in Sri Lanka, Academic disciplines, Paradigm shift.

Recently, many researchers have found that education systems in many nations are very comprehensive and competitive. They revealed that the primary goal of many universities is to increase the number of students’ enrolment as much as possible. In students’ perspective, they also consider different factors when they make their higher education decision. Therefore, this article aims to investigate the factors affecting for students’ university choice and satisfaction. Relevant literature reviews explained in terms of four models which link to students’ university choice process: economic model, sociological model, combined complex decision model and the marketing mixed model. Then, the study investigated the other main factors that are affecting to the university choice of students from empirical evidence. In terms of students’ university satisfaction, this paper has described several models and other factors influencing on students’ university satisfaction.   Key words: Higher education, university choice, university satisfaction.

This paper provides a modest contribution to understanding how Fayol's principles can be contextualised and applied in the administration of school systems in Tanzania and beyond. A qualitative approach is adopted to review journal articles that analyse Fayol's 14 principles and compares their suitability to the current management of school systems in Tanzania. A descriptive analysis was conducted to examine the typical structure and operations of school systems in Tanzania in line with Fayol's principles. Fayol's principles are reviewed and analysed to conceptualise them in school management and administration. While the literature and anecdote on Fayol's principles on the administration of business and industrial systems are clear, its contextualisation in the administration of school systems is rare, particularly in Tanzania. Therefore, the match of Fayol's principles was evaluated concerning the management of the education system as articulated in educational policies, educational sector reports and government circulars. Document analysis reveals that Fayol's 14 principles work better in a decentralised schooling system than in centralised authorities and procedures. There is a high linkage in the usability of Fayol's 14 principles in Tanzania's schooling systems concerning the decentralisation of primary and secondary education management to the local level context. This paper recommends further studies to explore the existing structures and administration of the education sector at different levels of schooling. Further review and analysis of Henry Fayol's administrative principles are recommended using different research approaches and designs.   Key words: Fayol's principles, school administration, education structure, Education policies, Tanzania.

The aim of this qualitative study is to investigate experiences of master’s students regarding children’s development of 21st century skills during preschool period in Türkiye. This is a phenomenological study. Purposeful sampling technique was applied in the forms of convenience sampling and criterion sampling. The data for this study was collected from four preschool teachers who were also master’s students attending the Department of Preschool Education at a university in ?zmir, Türkiye during spring 2021-2022. The data were collected through a Demographic Information Form and an Interview Form. Face-to-face interviews were conducted with the participants using a semi-structured interview form, and the data were analysed through content analysis technique. Based on the participants’ experiences regarding the development of 21st century skills of preschool children, all participants’ stated creative thinking techniques as a 21st century skill, and all stated technology based activities as a way of developing children’s 21st century skills. All of them also expressed digital literacy skills of teachers as a teacher quality which develops students’ 21st century skills and expressed family control over children’s usage of technology as a responsibility of families. They all acknowledged that schools' technological infrastructure and conditions are often inadequate for teaching children 21st century skills, and suggested the preparation of an activity guide which teaches 21st century skills to children as a solution. The findings indicate that the participants have some knowledge regarding the development of 21st century skills in children and have designed activities based on this knowledge to help children acquire these skills during their preschool period. However, they faced certain difficulties while designing and implementing these activities. They also all emphasized their experiences regarding children’s acquisition of technological skills. This study aims to reveal the professional experiences of preschool teachers regarding the development of children's 21st century skills, explain the present situation and activities that teachers design, display difficulties encountered during teaching, and explain the needs of preschool teachers.   Key words: preschool period, 21st century skills, master’s students attending preschool education program, experiences.

This conceptual paper aims to annotate the existing practices and actions of entrepreneurial education in Cyprus and Greece educational organizations taking into account the centralized school contexts. At the same time, it presents the literature background regarding the new principal's role in the 21st century in order to provide adequate school practices and actions in recent years. Specifically, it seeks to report the entrepreneurship theory and aspects concerning current practical applications in educational organizations. Consequently, the study indicates that according to the entrepreneurial education via the educational systems has the opportunity to adapt relevant programs for leading the schools in the effectiveness and improvement. Key words: Entrepreneurial education, leaders' role, practices, actions, centralized educational system.

This paper takes work-family conflict as the independent variable, work engagement as the dependent variable, and perceived organizational support and emotional exhaustion as the mediating variables, and studies the influence of work-family conflict on work engagement and the mechanism of perceived organizational support and emotional exhaustion of female university teachers in China, based on the job demand-resource model (JD-R). The results of the questionnaire survey of 518 female university teachers revealed a significant negative relationship between work-family conflict and work engagement, with a direct effect accounting for 31.88%. The indirect effect of work-family conflict on work engagement through perceived organizational support was significant, accounting for 63.19%, while the mediating effect of emotional exhaustion was not notable and the chain mediating influence of perceived organizational support and emotional exhaustion was not significant.

Paradigm shift is a significant modification of the core assumptions and methods of experimentation in a scientific discipline. The field of education, at all levels, has undergone tremendous change recently, precipitated by extraordinary demand for high quality and meaningful sustainable education at all levels across the globe. The national education system is segregated into five main categories: primary, junior secondary, senior secondary, collegiate (higher education) and tertiary. In Sri Lanka, basic and higher education levels are compulsory for students; however tertiary education is an optional level. Recent data show that just 20% of students who pass the GCE Advanced Level Test can be admitted into the government university system, leaving the remaining students with few options for higher education. The framework or for determining students' university choice based on their qualifications, talents, demand and supply characteristics, or their willingness to select an appropriate degree program is somewhat non-existent in Sri Lanka's existing educational system. To determine the steps that can be taken for a paradigm shift in higher education, this study aims to highlight the need for one in Sri Lankan post-secondary education while also proposing a relevant conceptual framework. The Marketing Mix Model for Higher Education, Hossler, Kotler and Fox, and the Integrated Complex Decision Model was the framework used to identify the demand pull and supply push factors affecting the university choice in Sri Lanka. Both qualitative and quantitative techniques were used. The study sample was drawn using stratified sampling technique and clustered into several sub-clusters such as state university, private university, technological campus and vocational Institute. Both descriptive and essential inferential statistics tools were used for the data analysis. This study identified the measures that can be used for a paradigm shift in the tertiary education.

The worldwide health epidemic has glinted serious challenges on the vulnerabilities. However, on the other hand it has given a glimpse of existing disparities and a wakening call on what mitigations are needed to be considered. At the top-most is the need to address the education of over one point five billion learners whose education has been interrupted due to the COVID-19 crisis. As the world globally navigates the COVID-19 catastrophe and its repercussions, there is need to reflect on fundamental principles and identified strengths, while contenting with unprecedented distraction to economies, education and societies. Distractions occasioned by the epidemic are aggravating disparities both inside and across nations. We promptly need reimaging of education so that short-range impediments do not translate into bigger, lifelong challenges. To this end, renewal and reimaging of education takes center stage. This premise is anchored on global solidarity and EFA goals that do not condone the echelons of inequalities that have emerged in the modern-day world. Methodologically, secondary data and purposive random sampling was utilized to review articles that were concerned with reimaging of basic education. Drawing from the Covid-19 relevant experiences and relevant theories, this study established that Covid-19 experiences heightened disparities, accentuated the threats that arise due to privatization of education being a common good coupled with unpreparedness for immense change to virtual learning platform. The study recommends interventions meant to promote inclusive learning to minimize disparities for the vulnerable leaners and assist various countries to realize their already initiated 100 per cent transition policy. Significantly, the study contends that reflections on renewal and reimaging of education may prove fruitful towards catalyzing change for inclusion and access during epidemics to the advantage of our learners   Key words: Reimaging, education, catalyzing, change, inclusion, access.