Capacity Building Of Students Research Articles

Academia-Industry Linkages for Sustainable Innovation in Agriculture Higher Education in India

The Indian Council of Agricultural Research (ICAR) and the World Bank have collaborated on a project entitled the National Agricultural Higher Education Project (NAHEP) to improve agricultural higher education in India, paving the way for sustainable higher education in agriculture. As part of this project, the present investigation was carried out through national-level workshops involving seven State Agricultural Universities (SAUs) across India, with participants from academia and industry, to strengthen ‘academia–industry collaboration’ through effective linkages. Based on the responses of 199 respondents from academia and industry, the study demonstrates an absolute need for linkages between universities and industries (p < 0.001), which are perceived to help improve higher education sustainably. Academic institutions believe that such linkages benefit students concerning their employability, entrepreneurial skills, and financial support received. At the same time, industries believe that they would benefit from novel technologies and influencing academic curricula. This article also establishes an alliance between some parts of academia and industry in the form of MoUs in the identified areas. However, many other areas need more appropriate linkage models. Both sectors, i.e., academia and industry, concur that such exposure and collaboration between the two entities will help to improve the quality of education. Moreover, such collaborations provide financial support, increase students’ employability, and improve their entrepreneurial skills. Among the areas requiring collaboration, the ‘capacity building of students’ was rated most important by academia and industry. Overall, the present study has significant implications for university administrators and industry leaders involved in enhancing academia–industry cooperation and improving the quality and sustainability of higher education in agriculture. Further, the study greatly contributes to the National Education Policy (NEP) to promote innovation among the student communities through Higher Educational Institutes (HEIs) and to the Sustainable Development Goals (SDGs).

The Trajectories of Arts and Culture Students Transitioning from Rural Secondary Contexts to Higher Education: A Self-Study of Practice

This is a self-study of practice investigating the trajectories of Arts and Culture students transitioning from rural secondary contexts to Higher Education Institutions (HEIs). The main objective of this paper was to propose support strategies for first-year university students majoring in Arts and Culture at a specific HEI. First-time entering students (FTENs) struggle to transition from secondary to postsecondary education for a variety of reasons. The paper was based on Bronfenbrenner’s bioecological systems theory, which states that individuals are still influenced by their environment but become important through interactions with other influencers in each system. This research inquiry utilized an interpretive paradigm and a qualitative approach through a self-study of practice, and data was gathered using a qualitative questionnaire, observations, and document analysis. The data was thematically analyzed concurrently with data collection. Participants were selected from several ethnic groups, such as Xhosas, Zulus, Sothos, and others. They were selected purposefully, but Xhosas and females predominated. The findings revealed insufficient exposure to advanced and modern cultural activities; a lack of enthusiasm and passion for arts subjects; and the negative impact of transitioning on students’ learning. These hiccups have a detrimental effect on students’ transitions to HEIs. The paper recommended these support strategies: capacity building of students with proficient skills to transition effectively; use of teaching and learning strategies that cater for students’ different learning styles; and consideration of students’ backgrounds and indigenous knowledge. These variables may help first-year Arts and Culture students transition smoothly into higher education. Keywords: Transition, Arts and Culture, Rural students, teaching and learning, support strategies

Effective dual capacity building strategies for family and school integration in the Republic of Kazakhstan

The article is devoted to the study of theoretical and practical issues on effective strategies of double capacity building for family and school unification in the Republic of Kazakhstan. This study is based on the idea of expanding opportunities for family involvement in education as a basis for dual capacity building of students. The aim is to study effective strategies for double capacity building for family and school integration in Kazakhstan. This focuses on understanding why and how parents can participate in their children's education and how their participation affects student outcomes. The methods of theoretical research are the conceptual foundations of scientific knowledge these include: methods of developing ideas: targeted discussions; "brainstorming"; inventory of "weak points", with 200 to 300 respondents. The results of the study are social, economic, environmental, scientific and technical effects. The study recommends exploring the educational and developmental capabilities of parenting potential in order to involve them in the activities of the school Keywords: parental motivation, school achievements, family resources, knowledge fund, building strategies

Role of e-learning in capacity building: An Alumni View

The concept of knowledge sharing has now expanded because of sophisticated communication tools. A common consensus has been generated for spreading knowledge beyond boundaries and making collective efforts for the development of individuals as well as nations. E-learning has proven its authenticity in this regard. In developing countries, access to and quality of education are being addressed by e-learning strategies; being served as a tool of capacity building, this study is an attempt to explore the role of e-learning in capacity building of students in Pakistan. An on-line survey was conducted from alumni of Virtual University of Pakistan. Descriptive statistics and Pearson’s correlation were used for data analysis. Findings of the study show that e-learning plays a key role in capacity building of students in developing countries like Pakistan. It can further be used to enhance professional skills in specific disciplines.

Student capacity building of dengue prevention and control: A study of an Islamic school, Southern Thailand

Dengue has been a critical problem for an Islamic School, Nakhon Si Thammarat province, Southern Thailand. Objectives: 1) to build student capacity; and 2) to evaluate the results of student capacity building. Method: Participatory Action Research: PAR was applied in three phases: 1) the school-based preparation phase; 2) the process of building student capacity phase, and 3) evaluation of the results of the student capacity building. Independent T-Test statistical method was used to analyze student capacity both before and after the intervention. Larval Indices were determined through ratio analysis. Results: Prior to the intervention, there was no clear strategy for combating dengue. In this study, three groups were formed to build student capacity: a leader group, a non-leader group, and a support group. The leader group (48 student leaders), critical to the study, was set as a dengue club named “Eliminate Ades Aegypti, the culprit of dengue” which focused on eight sets of activities: “Dengue or Death”, “Seniors educating juniors”, “Reward for good answers”, “Dengue monitoring team”, “Youth to expel mosquetoes”, “Mosquito or busy”, “Garbage elimination of Pondok”, and “Essential doctors”. The level of student capacity for the prevention and control of dengue of a sampling of 308 student representatives of the Pondok (Islamic school) showed an increase after intervention ( (SD); 56.78 (17.06); 65.33(15.36) and different statistic significant (P < 0.001). The Larval indices ratio levels had decreased from the original levels (BI = 244, HI = 45, and CI = 26) after intervention (BI = 137, HI = 39, and CI = 19). Dengue morbidity and mortality rates were not found during the study. Discussion: Although there had been an increase in student capacity, a decrease in the larval indices ratio, and the absence of a dengue epidemiology index, the high risk of a dengue epidemic might still be found in the school because the ratio of larval indices were higher than the standard index. Then, the committed participation of students, school, and communities around the school vicinity is needed in building student capacity of dengue prevention and control.