Capacity Building Workshops Research Articles

Assess Trends in Academic Performance in the Nursing Education in Nursing Institutions in Bauchi State Nigeria

The study is to assess trends in academic performance in the nursing education in nursing institutions in Bauchi State Nigeria. The specific purposes of the study were to examine trends in academic performance in the nursing education in nursing institutions in Bauchi State Nigeria,and to identify factors influencing academic performance of nursing students in nursing institutions in Bauchi State Nigeria. The design used for this study was the descriptive surveyresearch. The population was 387 students and teachers of Aliko Dangote College of Nursing Sciences, Bauchi State and College of Nursing Sciences Abubakar Tafawa Balewa University Teaching Hospital, Bauchi State and all was used as sample for this study. The instrument for data collection is a structured questionnaire designed to elicit responses to answer the research questions that guided the study. The instrument was validated by three experts in terms of face validity while test re-test was use to establish the reliability coefficient of the instrument which yielded a coefficient of 0.84. Data for the study were personally collected by the researchers and 3 research assistants while frequencies and mean statistics was employed to analyzed the data relating to research questions. Based on the findings of the study, the following recommendation were made: the Ministry of Health and Social Welfare should plan and solicit budget for provision of relevant, adequate and updated standardized, technological instructional materials that will be effectively utilized both in classroom and clinical areas teaching, There is a need for Continuous Professional Development through capacity building workshops to enhance teaching ability among less skilled employed nurses among others.

Sustainable Land Governance for Water–Energy–Food Systems: A Framework for Rural and Peri-Urban Revitalisation

This research paper addresses the need for an adaptable theoretical framework in the context of sustainable land governance for Water–Energy–Food (WEF) systems, bridging the gap between international guidelines and contextual realities. The novel framework is useful to effectively tackle the intricate challenges of rural and peri-urban revitalisation in the Global South by providing a holistic approach that considers the multi-dimensional interactions of land with water, energy, and food systems. The proposed framework encompasses three main objectives: (1) a top-down approach involving policy review and legal framework analysis to contextualise and inform the decision-making process; (2) a bottom-up approach based on case studies, enabling ground-level insights, stakeholder identification, and participatory mapping to empower rural and peri-urban communities; (3) a geospatial approach utilizing GIS and spatial analysis to study the implications of land within WEF systems. Drawing on mixed methods, including a literature review, a policy review, interviews, surveys, focus group discussions, and participatory action research grounded on case studies, this research emphasises the need to integrate both top-down and bottom-up approaches for comprehensive sustainable land governance. Over the course of 2018 to 2023, 22 master’s theses were supervised, each addressing the framework’s research objectives in 14 countries in Africa, Asia, the Middle East, and Latin America. Sixteen capacity building workshops in 11 countries engaged 851 participants, fostering knowledge exchange; 6 participatory action research (PAR) projects involved the installation of projects to advance food sovereignty in small communities in the Global South, following needs assessments. We showcase in this paper the PAR successfully implemented in Gitaraga, Rwanda, to validate the practical application of the proposed framework. The methodology has been useful for determining transversality, sustainability, inclusivity, adaptability, evidence-based decision-making, and policy integration as the core principles of sustainable land governance for WEF systems. The research contributes valuable insights to inform future interventions and policies that promote rural and peri-urban revitalization while addressing the ever-evolving challenges of WEF systems in the Global South.

PRINCIPALS’ USE OF ARBITRATION CONFLICT MANAGEMENT STRATEGY AND ITS IMPACT ON TEACHERS’ EFFECTIVENESS IN CATHOLIC SECONDARY SCHOOLS IN THE KUMBA MUNICIPALITY MEME DIVISION SOUTH WEST REGION OF CAMEROON

This study focused on principals’ arbitration management strategies and its impact on teachers’ effectiveness in Catholic secondary schools in the Kumba municipality, Meme Division, Southwest Region. The lone objective was to investigate the impact of Principals’ arbitration conflict Management strategies on Teachers’ effectiveness in Catholic Secondary Schools in the Kumba municipality. This paper used of John W. Burton conflict resolution theory (1980). The research design chosen for this study was the qualitative case study research design. The sample technique for the research was the purposive sampling technique and the sample size was 9 participants (3 principals and 6 teachers). Two research instruments were used in collecting data for this study: principals’ and teachers’ interview guides). The instruments validity and reliability were ensured through supervisor’s content scrutiny and ensuring transparency and auditing of the research activities as well as peer debriefing. Findings of the study showed that principals use of Arbitration conflict management strategy had an impact on teachers’ effectiveness. Based on this finding the researcher recommended that the Catholic education secretariate should provide capacity building workshop for principals on conflict management. Also, the government in partnership with Catholic hierarchy should encourage the provision of capacity building workshops for teachers on teamwork and collaboration in the teaching environment.

Building parliamentary capacities for advancing the disaster risk reduction agenda: Notes and reflections from a capacity-building field training for parliamentarians of the Americas and the Caribbean

As the escalating impacts of climate change exert greater pressure on national governments and their constituents, particularly in marginalized communities, legislators will need to leverage their roles to support national and local efforts to build disaster resilience. This will require a better understanding of risk, but also of the interconnections between the climate and disaster agendas. This is vital for legislators to strategically apply their capabilities to achieving the targets outlined by their respective national governments. The role of individual national parliamentarians in advancing the priorities of the Sendai Framework for Disaster Risk Reduction remains largely unexplored in scholarly research. However, these individuals play pivotal social and political roles with varying degrees of power, networks, and local influence. Such roles can enhance communities' capacity to participate in building disaster resilience. A significant hurdle for parliamentarians is comprehending the priorities and mechanisms necessary to develop a robust and coherent disaster risk management system. This involves navigating the intricate conceptual dimensions of the disaster risk reduction agenda and bridging these concepts with their everyday functions as parliamentarians. We contend that field briefings and co-production offer an effective platform for enhancing parliamentarians' capacity to grasp the concepts surrounding climate change adaptation and disaster risk reduction. This article presents reflections drawn from a parliamentary training on climate change adaptation and disaster risk reduction with insights from the three-day capacity-building workshop with national legislators from the Americas and the Caribbean. The project was done in partnership between the United Nations Office for Disaster Risk Reduction (UNDRR) and an inter-parliamentary organization.

Air quality management status and needs of countries in South Asia and Southeast Asia

Countries in South Asia and Southeast Asia are experiencing severe air pollution problems. Most countries lack technical capabilities and adequate air quality management (AQM) infrastructure. A capacity building workshop on AQM was organised from 19-23 September 2022 for countries in South Asia and Southeast Asia. A total of 17 countries (eight in South Asia and nine in Southeast Asia) participated in the workshop. Each country was invited to present on available AQM infrastructure, including challenges and needs. This article synthesises information on available AQM facilities, challenges and needs of the countries. The information reveals that, except for a few low-population countries and Thailand, most countries lack enough ambient air quality monitoring stations (AAQMS) based on the population-weighted criteria. It is also found that only a few countries have started compiling emissions inventories (EI) and performing air quality modelling, including air pollution impact assessments. It is noted that all countries have enacted air pollution mitigation regulations, including the development of clean policies and action plans. However, policies and action plans lack scientific evidence based on local data. The findings of this article, including challenges and gaps, provide immense opportunities for countries to invest in strengthening various components of AQM, including mobilising financial resources from international funding agencies.

Stakeholder collaboration for solid waste management in a small tourism island.

Although stakeholder collaboration is key for sustainable development of tourism in small islands, research on its determinants is only emerging. The lack of empirical studies hampers an understanding of how effective stakeholder partnerships for sustainability in small tourism islands can be formed and sustained. To partially address this knowledge gap, this study explores stakeholder collaboration for solid waste management in the island of Koh Phayam, Thailand, from the perspective of stakeholder theory, social capital and proximity effect. Semi-structured interviews (n = 26) reveal a lack of understanding of collaboration benefits alongside leadership and reciprocity among stakeholders. However, due to geographical proximity, the level of stakeholder trust in each other is significant, thus indicating potential for future successful partnerships. For these partnerships to become effective, a system of financial incentives for stakeholders to separate and recycle solid waste in situ should be designed. To improve stakeholder communication and reciprocity, capacity building workshops and round tables can be organised. Municipal authorities should lead on solid waste management, and a steering committee comprising the representatives of all other stakeholders needs to be established to oversee the work of municipal authorities. Lastly, the feasibility of setting private public partnerships for solid waste management in Koh Phayam should be considered given the significant extent of knowledge and trust among local stakeholders. External stakeholders, such as farmers, can be involved in management of organic waste, thus extending the scope of partnerships for sustainability beyond the island.

Capacity Building Workshop for Two-Year Colleges Seeking U.S. National Science Foundation Funding

ABSTRACT In this paper, we report the description and evaluation of an annual workshop titled “Capacity Building Workshops for Competitive S-STEM Proposals from Two-Year Colleges in the Western U.S.” which was offered in June of 2019, 2020, and 2021 with the goal of facilitating submissions to the NSF S-STEM program from 2-year colleges (2YCs). The two-day workshop was composed of separate sessions during which participants discussed several aspects of proposal preparation. Participants also received pre- and post-workshop support through webinars and office hours. To evaluate the program, post-workshop surveys were administered through Qualtrics™. The workshop and related activities received overall positive feedback with specific suggestions on how to better support participants. The paper discusses specific challenges faced by 2YC teams in preparing their proposals. Over three offerings, the program welcomed 103 participants on 51 teams from 2YCs. As of 2021, 11 teams total (from the 2019 cohort) submitted proposals. Among them, four were funded, which is approximately double the typical success rate. Six of the declined teams resubmitted and one of them is currently in negotiations.

Achieving a robust mentoring and research capacity program in a LMIC – the BRAINS faculty development model

BackgroundA research and training program (RTP) was carried out to build the capacity of faculty and improve the culture of research in the College of Medicine, University of Lagos (CMUL), Nigeria.MethodsRealist-guided mixed methods evaluation of the BRAINS project was carried out using secondary data generated during the 5-years (2015 – 2020) of project implementation. Capacity building workshops and mentored research activities targeted at faculty in the CMUL were conducted. Overall, 1,418 participants attended the workshops in batches. Among the participants, forty-five faculty received grants and were mentored by senior professionals (local & international) to conduct research. Data were extracted from all project-related documents including coursework biodata, workshop evaluation forms, quarterly project reports, and end- of-project reports, submitted by the mentees, minutes of meetings, and the proposal submitted for funding. It was in the form of continuous variables and prose (sentences & stories). Quantitative data were analysed with IBM SPSS statistics version 20. Mean knowledge score and mean difference was calculated, paired t-test was carried out using p < 0.05 to determine statistical significance. The prose was thematically analysed to generate themes and narratives. Both were subsequently combined for interpretation and used to refine the initial programme theory into an evidence-informed theory.ResultsTwelve courses were deployed, and 1,418 participants (47.8% males and 52.2% females) from medical, nursing, and allied medical departments were trained. Eighty participants were trained in Responsible Conduct of Research and eighty-one on Manuscript Writing over three years. A comparison of the pre/post-test knowledge scores showed a positive mean difference. Thematic analysis of workshop data produced three thematic domains representing effectiveness and gains namely: cognitive, reward, and behavioural. 45 trainees were awarded grants and mentored, and analysis of mentee’s data generated 4 themes: Achieving a robust mentoring program; Benefits of the mentoring program; Resilience in research; Improving the mentoring program.ConclusionBy contributing to the body of knowledge available on RTPs, this evaluation identified key components that contributed to the success of the project and developed a model for achieving a robust training and mentoring program which can be replicated in other LMICs.

Comparative Effects of Maternal Educational Attainment and Instructional Scaffolding on a Child’s Educational Outcomes in Cameroon

This study investigates the comparative effects of married and single mothers’ educational attainment and instructional scaffolding on a child’s educational outcomes in Cameroon. The demographic survey data used is collected from the Cameroon National Institute of Statistics database. Employing the instrumental variable (IV) probit estimation technique, the study shows that an additional year of married mothers’ education as opposed to single mothers has positive and statistically significant effects on children’s educational outcomes. Using the analysis of variance estimation technique, the study reveals that married and single mothers’ utilization of instructional scaffolding has positive and statistically significant effects on children’s educational outcomes. Moreover, the findings indicate that Piaget and Vygotsky’s framework of instructional scaffolding is applicable in the Cameroonian economy. The study therefore recommends that the Cameroon government can improve early childhood education by creating a capacity building workshop where married and single parents will be educated on the value of attaining higher levels of education, how to adapt the culture of using one-on-one scaffolding technique as well as prompt questioning technique to scaffold a child. The study further recommends that married and single mothers should use innovative scaffolding techniques, provide appropriate explanations and give spaces for children’s voices and feedback throughout the instructional scaffolding process.

Mathematics teachers’ perceptions and challenges in using blended learning for optimum mathematics delivery in the post COVID - 19 classrooms

The study examined mathematics teachers’ perceptions and challenges in using blended learning for optimum mathematics delivery in the post Covid-19 classrooms in Anambra State, Nigeria. Descriptive survey design was adopted. Two research questions and one hypothesis guided the study. The population for the study was 89 mathematics teachers in Awka Education zone of Anambra State. The population was made up of 54 mathematics teachers in urban areas and 35 mathematics teachers in rural areas. A 20-item “Questionnaire for Mathematics Teachers’ Perceptions and Challenges in using Blended Learning for Optimum Mathematics Delivery (QMTPCBLOMD)” was validated by three experts and rated on four Likert scales. Cronbach Alpha was used to establish the reliability co-efficient of the instrument. The Cronbach Alpha reliability co-efficient was estimated at 0.84. Research questions were answered using mean and standard deviation, while the hypothesis was tested using z-test at 0.05 level of significance. The findings of the study showed that both urban and rural mathematics teachers perceived blended learning as the learning process that provides forum for interactive learning, promotes e-learning, fosters collaborative learning experience, incorporates both personalized and group learning, helps to share mathematics information and ideas globally and promotes student-centred learning. Challenges in using blended learning include lack of ICT compliance, low level of interest in mathematics, time factor, low speed connectivity and poor funding of secondary education. There was no significant difference between the mean response of perceptions of urban and rural mathematics teachers in using blended learning for optimum mathematics delivery in the post COVID-19 classrooms. It was recommended among others that both mathematics teachers and students should be ICT compliant and adequate time should be given for teaching of mathematics. Then capacity building workshop on blended learning should be organized for both mathematics teachers and students and government should fund secondary education adequately.

Professional Development of Teachers for Technological Enhanced Learning: Experiences of Faculty

IT Progress by human beings made them dependent on internet accessing sufficient online skills for teacher’s profession. Human progress in technology or ICT helps promotion of online teachers’ professional development. There is one solution for teachers to constantly refine their competencies adapting to recent problems with the help of Teachers' Professional Growth. TPD is a nonstop process to reflect, learn and take action for improved teaching practices that reflects a positive influence on learning of learners. Professionalism in distance learning teaching has been defined as a set of blended educational session. Its aim at finding teacher’s experience to deliver in workshop, visual exposure and their overall impression of the workshop in finding out the difference of experience among faculty members of diverse nature of faculties in KIU Gilgit. For data collection, the research-oriented questionnaire was distributed among target groups. It was descriptive study and quantitative in nature. For the data analysis statistical techniques mean and Standard Deviation were applied. The data analyses found that majority of the teachers have the positive attitude towards this capacity building workshop on Technological Enhanced Learning. This study found that arts and humanities faculty teachers scored capacity building workshop on Technological Enhanced Learning; as more effective.

Digitization of natural history collections: A guideline and nationwide capacity building workshop in Malaysia.

Natural history museum collections are the most important sources of information on the present and past biodiversity of our planet. Most of the information is primarily stored in analogue form, and digitization of the collections can provide further open access to the images and specimen data to address the many global challenges. However, many museums do not digitize their collections because of constraints on budgets, human resources, and technologies. To encourage the digitization process, we present a guideline that offers low-cost and technical knowledge solutions yet balances the quality of the work and outcomes. The guideline describes three phases of digitization, namely preproduction, production, and postproduction. The preproduction phase includes human resource planning and selecting the highest priority collections for digitization. In the preproduction phase, a worksheet is provided for the digitizer to document the metadata, as well as a list of equipment needed to set up a digitizer station to image the specimens and associated labels. In the production phase, we place special emphasis on the light and color calibrations, as well as the guidelines for ISO/shutter speed/aperture to ensure a satisfactory quality of the digitized output. Once the specimen and labels have been imaged in the production phase, we demonstrate an end-to-end pipeline that uses optical character recognition (OCR) to transfer the physical text on the labels into a digital form and document it in a worksheet cell. A nationwide capacity workshop is then conducted to impart the guideline, and pre- and postcourse surveys were conducted to assess the confidence and skills acquired by the participants. This paper also discusses the challenges and future work that need to be taken forward for proper digital biodiversity data management.

Community-Based Sustainable Tourism Village through Nature and Culture Tourism

The decline in visitors during the COVID-19 outbreak is one of the factors affecting the profitability of tourist destinations. This condition is challenging for developing tourist villages, especially the Hegarmukti tourist village. Several activity restrictions during the COVID-19 outbreak have made community-based tourism development programs experience obstacles. Through this community service activity, the 4C model analysis (Conservation, Community, Culture, and Commerce) is to be applied to optimize the growth of the Hergarmukti tourist village. The activity begins with a semi-formal interview process and observations to gather information. Through this activity, it was revealed that some potential has not been exploited, especially in terms of natural and cultural tourism. Socialization activities by conducting capacity-building workshops for preserving natural ecosystems through waste management were conducted with the Situ Rawa Binong residents. Besides, cultural promotion activities through local art performances displayed by the Cahaya Gumilar Art Gallery also attract tourists. To run a sustainable tourism village, the community requires soft skills training in tourism and marketing. The study also offers several possible tourist attractions to stimulate the local economy.

Faculty Members' Experiences in Internationalization of the Curriculum in Higher Education Institutions: A Case Study of the Zambian Open University

The purpose of this study is to explore faculty members’ experiences in internationalisation of the curriculum in higher education institutions at Zambia Open University (ZAOU). The study took a mixed method approach. The paradigm adopted for this study was pragmatism which embraces a mixed method approach. The study found that faculty members at ZAOU acknowledge and appreciate the presence of Internationalisation of the Curriculum (IoC) at the university. Faculty members' experiences in IoC has contributed positively to the development of IoC in the University by developing internationalized programs. Faculty members have contributed to the development of the IoC approaches at ZAOU by developing different approaches to teaching international students. The lecturers included inclusive curricular material and future-oriented viewpoints in their instruction. Still, they lack the skills, resources, and equipment necessary to modify their pedagogical approaches to a global, culturally diverse teaching and learning environment. The formation of a new program design culture supported by the institution with a focus on international and intercultural learning outcomes and assessment processes is thus required by IoC in Zambia. Based on the study findings, the University Administrators should create a strong relationship with foreign universities and provide capacity building workshops for faculty members to internationalise the curriculum effectively. University Administrators should adequately fund internationalisation programs and activities. Researchers should adequately document the experiences of faculty members because faculty members are the key to the full implementation of IoC.

Health promotion and disease prevention registries in the EU: a cross country comparison

BackgroundHealth promotion and disease prevention programme registries (HPPRs), also called ‘best practice portals’, serve as entry points and practical repositories that provide decision-makers with easy access to (evidence-based) practices. However, there is limited knowledge of differences or overlaps of howe current national HPPRs in Europe function, the context and circumstances in which these HPPRs were developed, and the mechanisms utilised by each HPPR for the assessment, classification and quality improvement of the included practices. This study prepared an overview of different approaches in several national HPPRs and the EU Best Practice Portal (EU BPP) as well as identified commonalities and differences among the core characteristics of the HPPRs.MethodsWe conducted a descriptive comparison – that focused on six European countries with existing or recently developed/implemented national HPPR and the EU BPP –to create a comparative overview. We used coding mechanisms to identify commonalities and differences; we performed data management, collection and building consensus during EuroHealthNet Thematic Working Group meetings.ResultsAll HPPRs offer a broad range of health promotion and disease-prevention practices and serve to support practitioners, policymakers and researchers in selecting practices. Almost all HPPRs have an assessment process in place or planned, requiring the application of assessment criteria that differ among the HPPRs. While all HPPRs collect and share recommendable practices, others have implemented further measures to improve the quality of the submitted practices. Different dissemination tools and strategies are employed to promote the use of the HPPRs, including social media, newsletters and publications as well as capacity building workshops for practice owners or technical options to connect citizens/patients with local practices.ConclusionsCollaboration between HPPRs (at national and EU level) is appreciated, especially regarding the use consistent terminology to avoid misinterpretation, facilitate cross-country comparison and enable discussions on the adaption of assessment criteria by national HPPRs. Greater efforts are needed to promote the actual implementation and transfer of practices at the national level to address public health challenges with proven and effective practices.

Continuous Professional Development and Performance of Secondary School Teachers District Toba Tek Sing, Punjab, Pakistan

Continuous professional development (CPD) plays a crucial role in enhancing the performance of secondary school teachers. This article explores the intersection of continuous professional development (CPD) and the performance of secondary school teachers. The research population comprises all head teachers and teachers in the study area. The quasi-experimental design applies to the 10 head teachers and 100 teachers. A Google Form was created for administering surveys. The study found the engagement of teachers in CPD activities, the influence of CPD on teaching effectiveness, and the challenges faced in CPD implementation. The findings also suggest a positive correlation between CPD and teacher performance, with notable improvements in teaching techniques and student learning outcomes. The barriers such as time constraints, funding, and lack of study leave pose challenges to the continuous professional development of teachers. The study underscores the need for ongoing professional development and the frequent organization of capacity-building workshops and seminars.

Adapting a Research and Community Capacity-Building Program to Address Rural Cancer Burden and Facilitate Partnership Development Between Rural Community Stakeholders and an Urban Comprehensive Cancer Center.

While rural-urban cancer disparities persist, the research building capacity between rural communities and high-quality cancer centers remains limited. Thus, we describe how a National Cancer Institute-designated cancer center partnered with rural community stakeholders to adapt a cancer prevention-focused research and community capacity-building workshop. The workshop's goal was to strengthen community-academic partnerships and facilitate the development of sustainable well-resourced rural cancer-focused research. Researchers from the Siteman Cancer Center partnered with community leaders from rural counties in southern Illinois. We adapted the workshop from an existing evidence-based program. We analyzed changes in knowledge and research capacity and relevance to their community work. From February to May 2019, community partners guided all elements of the workshop development. Workshop participants were mostly White race (93%), had a college degree or beyond (75%), reported living in a rural community (93%), and represented an academic, faith-based, or healthcare institution (78%). Participants' mean knowledge scores of the presented content increased significantly after each session, from 9.3 to 9.9 for session 1 (p = 0.05) and 6.8 to 9.7 (p < 0.001) for session two. Through the workshop, participant scores also increased in research capacity skills, confidence, and their understanding of conducting research in the community. The workshop, co-curated and led by rural community leaders and researchers from Siteman Cancer Center, successfully increased knowledge of and interest in building cancer research capacity. Lessons from our work can inform the implementation of similar programs that address rural cancer health through research and community capacity building between rural community partners and urban cancer centers.

Motivation and retention of primary healthcare workers in rural health facilities: An exploratory qualitative study of Chipata and Chadiza Districts, Zambia

ABSTRACT Rural areas have the greatest health needs and yet they face the largest shortage of human resources for health which negatively impacts health systems capacity to deliver quality care as they struggle to motivate and retain healthcare workers in such settings. This study explored factors that shape motivation and retention of primary healthcare workers in rural health facilities in Chipata and Chadiza Districts of Zambia using a phenomenological research design. The data consisted 28 in-depth interviews with rural primary healthcare workers and were analysed using thematic analysis. Three main themes of factors shaping motivation and retention of rural primary healthcare workers were identified. Firstly, professional development with emergent themes of career advancement and opportunities for attending capacity-building workshops. Secondly, the work environment with emergent themes of challenging and stimulating tasks, availability of opportunities for promotion and co-workers’ recognition and supportive relationships. Thirdly, rural community dynamics with emergent themes of reduced cost of living, community recognition and support, and easy access to farmland for economic and consumption purposes. Interventions that are contextually relavant, which can streamline career progression pathways, enhance rural working environments, offer suitable incentives, and rally community support for rural primary healthcare workers are required.

Development and Assessment of Awareness Module on ‘Antimicrobial Resistance and its Prevention’ for School Students in Punjab, India

Antimicrobial resistance (AMR) is one of the pressing public health issues. Sharing information on AMR with school students will educate and inspire them to act as community ambassadors. The present study was carried out in the form of capacity-building workshops among school children of the Ludhiana district of Punjab, India. Three workshops were organized in three different higher secondary schools for 11th and 12th standard students (medical stream). Each workshop session included an interactive teaching module on basic microbiology, AMR, factors involved in AMR emergence, ‘One Health’ approach to address AMR, and how we can contribute to the community. The learning outcomes were evaluated based on pre and postworkshop assessment questionnaires. A total of 138 students participated in the workshops with an average duration of around 3.5 hours. Among all the students, 68.84% were not aware of the meaning of ‘antibiotic resistance’ and 78.26% believed that antibiotics can cure all coughs and colds. Furthermore, 82.61% of students never heard the term ‘superbugs’ and 71.74% were not able to identify the factors for AMR emergence. The success of teaching workshops was assessed by significant improvement in the correct responses during the post-workshop quiz, where the median post-workshop score (i.e., 14/15) was significantly improved as compared to the pre-workshop score (i.e., 08/15). We propose that the concepts of AMR must be included in school curricula so that young students can be ‘superheroes’ in bringing about desired changes in the community.

Teacher’s Attitude towards Inclusive Education in Tanzanian Primary Schools: A Case of Iringa District

The study sought to establish teacher’s attitude towards inclusive education in Tanzanian primary schools: A case of Iringa District using the qualitative approach and a case study design. The population of the study was primary school teachers of whom a total sample of 36 respondents was selected in the following distribution: 30 primary school teachers and 6 head teachers. Thirty (30) primary school teachers were selected through simple random sampling while three (6) heads of schools were purposely selected. The study employed semi-structured interview and focus group discussion (FGD) as instruments to obtain data which was analyzed thematically. The study established that while school heads had positive attitude toward inclusive education, teachers had a limited understanding of what inclusive education actually is as they considered it as simply combining disabled learners in the mainstream classes. Teachers had negative attitude toward inclusive education as they believe that having a mixture of students with behavioral challenges and learning disabilities makes the class not easily manageable. Based on the conclusions, it is recommended that the government should conduct capacity building seminars and workshops in which teachers can gain knowledge and appropriate skills on how to have challenged learners included in the mainstream classrooms. Finally, administration of schools need to ensure availability of appropriate teaching and learning resources for inclusive classrooms so that learners of various kinds may be met at the points of their needs during the teaching and learning sessions in the mainstream classrooms.