Academic Calendar Research Articles

Primary school learning in sub-Saharan Africa during COVID-19: a scoping review of responses and recovery initiatives induced during school closures

Globally, the COVID-19 pandemic caused unprecedented disruptions in education. School closures quickly followed the onset of the pandemic to contain the spread of the virus, forcing millions of students out of their regular academic calendars. Countries put in place interventions aimed to reduce the deleterious effects of school closures and disruptions in learning. For instance, many countries used various mediums to provide students with distance learning. This scoping review examines the interventions that education systems in low- and middle-income Sub-Saharan African (SSA) countries (LMIC) implemented to mitigate learning loss in reading and writing skills among early grade learners (i.e., children attending primary schools) and discusses the reach of those programs. This review highlights the proportion of students reached by the targeted mitigation measures, revealing that LMIC countries in SSA provided students with remote learning opportunities through radio and television programming, provided teachers with professional development on the use of novel tools, and provided parents and families with support to help learners at home. However, these disruptions affected the traditional assessment methods. Various assessment methods were implemented to measure student progress, but there is a need for appropriate progress monitoring tools and accurate data to measure the effectiveness of the interventions. Many LMIC implemented Return-to-School policy frameworks, processes, and principles that ensured safe learning continuity.

Accessing the quadruple aim: Embedding mental health care in medical training

ImportanceIn order to operationalize the quadruple aim, it is imperative to understand how to best provide mental health services. Medical trainess experience high rates of depression, anxiety, and suicidality during their training; however, barriers often prohibit utilization and access to mental health services. ObjectiveThis quality improvement project aimed to increase utilization and improve access to mental health services in medical training. MethodAn anonymous Qualtrics survey was used to assess if new pathways had decreased barriers to access and utilization. In addition, a comparision of ultization data was analyized. Main outcomeIn comparing the utilization data of the first three months of the academic calendar year from 2018 to 2019 shows a 42% increase in number of residents/fellows accessing the mental health services. The primary barrier to access is lack of time. ResultsFour primary themes were identified as barriers to care: lack of time, impact of career, confidentiality, and stigma. DiscussionThis project has tremendous importance due to the high national rates of depression, anxiety, and suicidality for residents and fellows. It documents the barriers and need for new ways to outreach and provide direct mental health services which best fit this population.

The Block: A catalyst for ongoing innovation

This paper will contribute to our understanding of the Block, its pedagogical rationale and value, and explain why, apart from pandemic conditions, these might constitute a compelling alternative to traditional academic calendars. Current research highlights the need for further research on the nature of the Block, driven by an increased global focus on student outcomes and retention in Higher Education. This paper offers five case studies from institutions that have adopted a version of the Block at some time over the last 50 years. The authors seek to define the features that comprise block courses whereas the nature and functionality distinguish blocks from other intensive formats. A survey of the limited literature on this topic was based on theoretical underpinnings offered by one-course-at-a-time delivery, scholarship of teaching and learning on compressed education, and experiential learning. Using the research question, “Other than scheduling alternatives, what does the block offer HE institutions?”, this project uses research that is qualitative in nature drawing on a controlled comparison of case studies which enables a cross-institutional evaluation. The case studies explain why each institution adopted the Block, how these schedules work, and discusses the challenges and affordances of teaching in this intensive format. First findings of this cross-institutional exploration suggest that blocks are unique in their delivery, often experiential in nature, and effective in their outcomes. The various versions of the Block described within, provide ongoing transformative models of teaching philosophy, curriculum, student success, and more.

Interprofessional education tracks: One schools response to common IPE barriers

BackgroundImplementing meaningful interprofessional education (IPE) experiences into the curriculum often requires overcoming barriers and challenges. To overcome these challenges on a non-medical center campus, school of pharmacy IPE faculty implemented a longitudinal, three-semester, multi-track series. The goals of forming a multi-track series were: (1) to overcome the pharmacy class size compared to the other available disciplines, (2) to utilize disciplines available on a liberal arts campus, and (3) to address varying academic calendars between disciplines. Interprofessional activityIn 2018, the IPE course series was developed and imbedded within the first- and second-year, required, one-credit hour IPE courses. Tracks included community wellness involving accelerated bachelor of science in nursing students on the liberal arts campus, health law involving juris doctorate candidates on the liberal arts campus, and quality management involving masters of science in nursing administration and doctor of medicine students on the medical campus. Each pharmacy student was assigned a track spring semester of the first year based on preference. DiscussionCreation of the track series successfully overcame barriers for IPE implementation. The use of multiple partners, smaller cohorts, and virtual technology allowed faculty greater flexibility, smaller student cohorts, and group autonomy to determine best time and method for meetings, assignment completion, and events. ImplicationsUtilization of a non-traditional course structure allowed for creative solutions to common barriers related to implementation of IPE on a liberal arts campus. This concept can be applied to a wide variety of curriculums to implement meaningful interprofessional experiences.

Prolonged internally displacement and common mental health disorders among students in tertiary institutions in the North West, Nigeria

The study examined prolonged internally displacement and common mental health disorders among students in tertiary institutions in the North West, Nigeria. This study adopted descriptive research design of survey type. The study area is North West Nigeria which comprises of six states (Katsina, Zamfara, Kaduna, Kebbi, Sokoto and Kano) where the insurgence of kidnapping and banditry are prevalent. The participants of the study comprise students who are victims of prolonged internally displacement and ministry of welfare officials in the respective states. The instruments used are: (i) Primary Care Evaluation of Mental Disorders Patient Health Questionnaire to measure prevalence of mental health disorders among the internally displaced persons, and (ii) Official records from office of the ministry of internal affairs. Data collected were analyzed descriptively using frequency count and percentages. The study revealed that the total number of IDPs in the north-west is 465,859 which is distributed 121,434 26.06%, 24.10%, 19.23%, 10.87%, 9.9% and 9.74% across the six states: Katsina, Zamfara, Kaduna, Kebbi, Sokoto and Kano respectively. The common mental health disorders experienced by internally displaced persons are depression (63.69%), anxiety disorders (63.05), loneliness is (61.14%), Suicidal feelings (60.50%) and frequent fear (60.50%). The study shows that prolonged internally displacement leads to low academic performance, drop in school enrolment rate and disrupt academic calendar. The study recommends that School authority should provide social and professional support systems to maintain mental health care of students who suffer mental health disorders.

SCHOOL BASED ENVIRONMENTAL EDUCATION PROGRAMMES IN THE SCENARIO OF ASSAM, INDIA: KEY TO SUSTAINABLE DEVELOPMENT

The present world is facing serious environmental issues, such as climate change, ozone layer depletion, global warming etc. which create threats to the entire ecosystem. In this connection, Environmental Education has been emerged as measuring tool to such environmental issues which has in turn established Environmental Education as the need of the hour. The sole purpose of Environmental Education is to attain Sustainable development. Considering this, the Government of India started promoting Environmental Education with various initiatives in the formal system of education. In this direction, the Government of Assam has also initiated School Based Environmental Education Programme. The present paper is an attempt to highlight the background of initiating the elevation of Environmental Education in India to attain sustainable development for the 21st century. In this paper, the authors have tried to explore various school based Environmental Education programmes undertaken by Government schools with special reference to the State of Assam, India. In exploring these programmes, the syllabi and academic calendar prepared by SCERT, Assam, Board of Secondary Education, Assam and Assam Higher Secondary Education Council have been taken as basis. Also, this paper will provide insight into the endeavour towards the school based environmental education programmes under Eco-Clubs in Assam, India. In the conclusion, suggestions are put forwarded for furthering sustainability through environmental education. KEYWORDS: Environmental Education, Sustainable Development, Formal Environmental Education Programmes, Non-formal Environmental Education Programme, National Green Corps, School Eco Clubs.

Cultism in Higher Institutions in River State and its Implications for Educational Development (1960-2020)

The menace of cultism has eaten deep into the Nigerian Institution of higher learning especially in Rivers State and inspite of the jail term for airing members of a cult group caught by the authorities as proscribed in the Nigerian 1999 constitution as amended. This menace is still growing and gaining more grounds in the entire higher institutions on daily basis. Cultism constitutes a major social problem to the peace and harmony that ought to exist within the academic confines of Rivers State. Admittedly the menace have attracted so much tension and concerns of major stakeholders within and outside the educational system and it negative impact affects our universities in terms of disruption of academic calendar, vandalization of school facilities, loss of lives of both innocent and actual cult members within and outside the school environs as well as raping of students. Unfortunately, it has been reported that students who are from disorganized family background that fall prey of joining cult group either in their local environment or when they gain admission into higher institution. This however, is now seen as a very big problem that need immediate solution if the aims and objectives of educating the younger generation are to be actualized. Thus, it further indicates that some factors that motivate the emergence and sustenance of secret cult in the educational system are traceable to the faculty decadence of our immediate society, the parental or student background, the educational environment etc. This study therefore offer some policy recommendations that is needed if we are ready to curtail the activities of cultism in our society and within our educational institutions in Rivers State.

Junior High School Teachers’ Competence in Developing 2013 Curriculum Learning Materials

Due to technological advancements, educators must choose effective teaching materials that meet students' developmental needs. The purpose of this study is to evaluate teachers' capacity to create instructional materials for the 2013 curriculum at SMP IT Raudlatul Jannah Gayo Lues in Aceh. This study employs a qualitative methodology and a descriptive study design. Data gathering methods include observation, interviews, and documentation studies. After data analysis using data reduction techniques, conclusions are drawn by presenting the data. After passing a triangulation methodology test to ensure that the findings (research data) matched at least three different methods and data sources, the data was deemed genuine (informants). The study's findings revealed that: (1) the teacher's ability to plan a productive week by keeping track of the academic calendar; (2) the teacher's ability to put together an annual program (prota) in accordance with the curriculum and instructional materials; (3) the teacher's ability to set up semester programs in accordance with efficient study hours to meet the completion goals for each basic competency (KD) subject; and (4) the teacher's ability to create lesson plans (RPP). As a result, it was determined that the ability of the teachers at Raudlatul Jannah Gayo Lues Middle School to create learning resources was effective and good in accordance with the school's vision, mission, and goals.

The Missed Fork in the “Forked-Road Situation”

The Missed Fork in the “Forked-Road Situation”

Managing Building Water Disruptions in a Post-COVID World: Water Quality and Safety Risk Assessment Tool for Academic Institutions and School Settings

Fluctuating building occupancy during the COVID-19 pandemic contributed to poor water quality and safety conditions in building water distribution systems (BWDSs). Natural disasters, man-made events, or academic institutional calendars (i.e., semesters or holiday breaks) can disrupt building occupant water usage, which typically increases water age within a BWDS. High water age, in turn, is known to propagate poor water quality and safety conditions, which potentially exposes building occupants to waterborne pathogens (e.g., Legionella) associated with respiratory disease or hazardous chemicals (e.g., lead). Other influencing factors are green building design and municipal water supply changes. Regardless of the cause, an increasing number of water management policies require building owners to improve building water management practices. The present study developed a Water Quality and Safety Risk Assessment (WQSRA) tool to address gaps in building water management for academic institutions and school settings. The tool is intended to assist with future implementation of water management programs as the result of pending policies for the built environment. The WQSRA was modeled after water management practices created for controlling water contaminants in healthcare facilities. Yet, a novel WQSRA tool was adapted specifically for educational settings to allow building owners to evaluate risk from water hazards to determine an appropriate level of risk mitigation measures for implementation. An exemplar WQSRA tool is presented for safety, facility, industrial hygiene, and allied professionals to address current gaps in building water management programs. Academic institutions and school settings should examine the WQSRA tool and formulate an organization-specific policy to determine implementation before, during, and after building water-disruptive events associated with natural or man-made disasters.

Identifying At-Risk Students for Early Intervention—A Probabilistic Machine Learning Approach

The utilization of learning analytics to identify at-risk students for early intervention has exhibited promising results. However, most predictive models utilized to address this issue have been based on non-probabilistic machine learning models. In response, this study incorporated probabilistic machine learning for two reasons: (1) to facilitate the inclusion of domain knowledge, and (2) to enable the quantification of uncertainty in model parameters and predictions. The study developed a five-stage, probabilistic logistic regression model to identify at-risk students at different stages throughout the academic calendar. Rather than predicting a student’s final or exam mark, the model was focused on predicting the at-risk probabilities for subsequent assessments—specifically, the probability of a student failing an upcoming assessment. The model incorporated student engagement data from Moodle, as well as demographic and student performance data. The study’s findings indicate that the significance and certainty of student engagement and demographic variables decreased after incorporating student-performance variables, such as assignments and tests. The most effective week for identifying at-risk students was found to be week 6, when the accuracy was 92.81%. Furthermore, the average level of uncertainty exhibited by the models decreased by 60% from stage 3 to 5, indicating more reliable predictions at later than earlier stages. The study highlights the potential of a probabilistic machine learning model to aid instructors and practitioners in identifying at-risk students, and thereby to enhance academic outcomes.

Promoting Equity and Diversity through the Physical Education Curriculum

Physical Education is one of the only subjects where students can be physically active and socialize with their peers. It’s not a secret that when children and youth participate in a Physical Education class, they show many good behaviors but also inappropriate ones, like making fun of others because of how they look, perform, think, dress, communicate, or because of where others come from. Literature has demonstrated that when physical educators take the time to teach and promote social skills, students improve their behaviors and become more socially aware of diversity, equity, and inclusion. For this reason, this article aims to provide Physical Education teachers with a practical idea of promoting equity, diversity, and inclusion by implementing a thematic academic calendar focused on diversity. Also, to clarify some concepts related to social justice and diversity that teachers should be familiar with to implement this idea. Finally, share steps to develop and implement a thematic academic calendar focused on diversity in the Physical Education class.

Perceptions of academic deans regarding interprofessional education and its implementation in dental colleges in India: results of a national survey

ABSTRACT This national survey was conducted to assess perceptions and status of implementation of interprofessional education in dental colleges in India. An online link to the questionnaire survey was sent to Deans and Academic Deans of those dental colleges having more than one health profession institute on the same campus. The response rate was 47%. Dental colleges’ primary collaborative partner was a medical faculty (46%), with the majority of IPE experiences occurring in post-graduation (58%). Lectures (54%), case-based discussions (64%) were reported to be predominant teaching-learning methods, while written exams (40%), small group participation, and group projects (30%) were predominant assessment methods of IPE experiences. Seventy-six percent responded that there are no faculty development initiatives for IPE while 20% responded that IPE is at planning/developmental stage and 38% responded that IPE is not considered presently. Faculty resistance (32%), academic calendars, and schedule (34%) were pointed out to be the most common barriers to implementing IPE. The findings revealed that although the concept and importance of IPE were well perceived by Academic Deans throughout dental colleges in India, and although dental colleges’ co-existed with other faculties on same campus, IPE was not systematically implemented with minimal formal interprofessional education involving dental students.

The Capability of Students to Collect Materials for Course Presentations Based on Project Learning

This study evaluated students' abilities in compiling lecture presentation materials based on project learning. The study was carried out at the Doctor of Education Program, FKIP Universitas Bengkulu. The subjects of this study were students of the doctoral program at FKIP Universitas Bengkulu who were taking the Leadership Development and Decission Making course. The results obtained, indicate that first, the ability of students to prepare lecture presentation materials for class meetings with a PjBL approach varies, and some of them do not even reflect the ideal PjBL. Second, there are still some gaps between their theoretical thinking and the reality on the ground to realize effective project-based learning. Third, the ideal PjBL model to be applied in fulfilling lecture achievements is only possible if there is sufficient time available, using a flexible academic calendar, and the participation of related parties.

Redux

How much time has passed since the publication of VLC’s Keywords issue five years ago? This is not a trick question. Students of nineteenth-century British literature and culture are primed to see five years as a long time (“with the length of five long summers”), and events at both national and global scales have encouraged a widespread sense that 2018 is located less in the recent past than on the far side of a divide—in the Before Times. On the other hand, the long view encouraged by a scholarly focus on a period that ended over a century ago may see little or no meaningful time as having passed between 2018 and 2023. Moreover, on a more quotidian level, the very pace of scholarship—the amount of time it typically takes to conceive, research, write, and publish work, even for those without a Casaubonian bone in their bodies—can make five years seem like no time at all (“five summers that flew by,” as Wordsworth might have put it had he been on an academic calendar).

Academic calendar recommended by national medical commission for 2022-23 undergraduates: A holistic review

Academic calendar recommended by national medical commission for 2022-23 undergraduates: A holistic review

A Typology of Institutional Hostility in Nigerian Universities

This paper develops a two-part typology as explanatory models in the growing institutional hostility in Nigerian public universities. The first encompasses ethnic antagonisms and exclusions which have turned the universities into boiling pots rather than the envisaged cultural melting pots; while the other is the anti-intellectualism of the ruling class and a palpable disinclination toward the academic enterprise. Inadvertently, the academy has been polarised into exclusionary communities of privileged ingroups and persecuted outgroups. Contests and encounters in the universities are of the ethnic genre, no longer the intellectual kind and, due to increasing self-consciousness, in-group members have transited from a group in itself to a group for itself, while the outgroup has stagnated as an unorganised but agonising group in itself. Using a historical perspective, the paper illustrates the typology with milestones which include threats, physical attacks, murders and normative persecution of members of outgroups. On the other hand, the anti-intellectualism of the political elite has resulted in the destabilisation of the university leading to dysfunctionality of the academic calendar, brain-drain as well as disillusioned and apathetic students. Unsurprisingly, Nigerian universities rank outside the top-rated institutions in Africa and the world at large, further deprecating the self-worth of intellectuals. Recent reforms, including an autonomy law, have been sabotaged by ethnic and political exigencies and, after an eight-month strike in 2022, Nigerian universities are at a critical crossroad with an uncertain future.

Career Structures and Staff Performance in Akwa Ibom State University, Nigeria (2017-2022)

In recent years, Nigerian public universities have become known for incessant industrial actions that disrupt academic activities and staff performance. The reasons adduced for the unpleasant situation are the generally poor conditions of work such as inadequate infrastructure; poor remuneration and workload. Despite the tough working conditions, the staff of the Akwa Ibom State University continue to perform their duties, resulting in a relatively peaceful and stable academic environment. This study was undertaken to unravel how career structures enhance staff performance. The theoretical framework for this study was predicated mainly on the “In Praise of Hierarchy” theory. The study raised three research questions which sought to establish the relationship between career structure and staff performance. The methodology involved a survey instrument and stratified sampling technique to select respondents from the study population of 996. The statistical tools used for the data analysis and test of the hypotheses produced statistically significant numbers which established a positive relationship between the independent research variables (job classification; career ladder and career development) and staff performance. The study further revealed that the aspiration of moving to the top in one’s chosen career as offered by the career ladder motivated staff towards improved performance. Evidence of the positive influence on staff performance by career structures was seen in the results of the three dimensions of the performance indices adopted in the study which showed an annual average total staff promotion of 57.26%, highly satisfactory customer satisfaction and a significantly low number of disciplinary actions (2.69% of total staff) for six years (2017-2022). The study recommended harnessing the benefits of career ladders and transforming them into a systematic communication tool which inspires and enhances a sustainable performance model with near-zero interruption to the academic calendar.

An assessment of the experiences, and perceptions of the collateral effects of the COVID-19 lockdown measures in Southeast Nigeria: implications for policy and action.

there is limited evidence from developing countries including Nigeria on the collateral effects of the COVID-19 lockdown on the socioeconomic lives of citizens. The aim of this study was to explore citizens´ experiences and perceptions of the impact of COVID-19 lockdown measures on daily living in Southeast Nigeria. this was a cross-sectional descriptive study conducted among policymakers, researchers, non-governmental organizations (NGO) officials, and health practitioners in Southeast Nigeria. Data were collected using short message sending (SMS), emails, and key informant interviews. although the COVID-19 lockdown measures had both positive and negative effects, it was largely negative. Some of the effects on family and social life were more quality time with family and improved family ties, increased social vices, reduced social and religious interaction, and disrupted academic calendars and educational pursuits. On economic life, the lockdown provided an additional source of income for those involved in the sales of facemasks and related commodities, while for others it reduced income and increased expenditures. Regarding work/career, the lockdown promoted the use of new technologies and skill acquisition, while remote work relieved work-related stress. The health effects were mostly negative including loneliness, depression, and anxiety, however, it improved health consciousness and personal hygiene. Other systemic effects stated were reduced air pollution and poor patronage at health facilities. without intending to, the COVID-19 lockdown in Nigeria had mixed effects on family and socioeconomic life, negatively impacting mental health but improving work-related life among others. These findings are a call to policy action to mitigate the negative effects whilst sustaining the positive gains from the lockdown.

Fostering Teacher Well-being in the University

The study aims at finding out the existing situation of wellbeing of the teachers at the Far Western university and its impact on teaching and learning environment. The research has also attempted to find out the solution of the poor wellbeing status of the teachers. The research is based on the information collected from four university level teachers teaching in different faculties of the university selected through purposive random sampling procedure. Open ended questions were used to elicit the emic view of the informants in the issue in the question. The major cause of the poor well being is the indifference that is shown by the authorities’ of the university. Similarly other causes that affect the well-being is academic calendar and the workload; issues related to the students. To foster the well being of the teachers the study revealed that the planning should be done in advance by the respective authorities and should communicate on time to the concerned. Similarly the collaboration among the teachers is also very important to maintain the wellbeing among teachers.