Vocational Education Research Articles

Evolution of transgender rights in India: Better late than never.

The progress of transgender rights in India has seen significant strides with milestones such as the National Legal Services Authority (NALSA) judgment and the enactment of the Transgender Persons (Protection of Rights) Act in 2019. The NALSA judgment recognized the right of transgender individuals to self-identify their gender. This decision led to the formal recognition of a 'third gender', advancing legislative and social reforms. Prior to this, transgender individuals faced substantial hurdles, including limited access to education, employment, and healthcare due to a lack of legal recognition. Within a few years, The Transgender Persons (Protection of Rights) Act established a framework that safeguards the rights of transgender individuals and prohibits discrimination based on gender. This legislation requires the government to take measures like promoting education, providing vocational training opportunities, ensuring accessible healthcare services, and offering social security support. It also addresses the healthcare needs of transgender individuals thereby contributing to their overall well being. The Support for Marginalised Individuals for Livelihood and Enterprise (SMILE) program and Garima Greh are initiatives that provide spaces and empower a marginalized transgender individuals and promoting their inclusion, justice and empowerment. This article explores the progress pertaining to transgender rights and welfare, while highlighting efforts undertaken by the Indian government.

Caregiver burden and risk of epithelial ovarian cancer in the Nurses' Health Studies.

Psychosocial stress may increase ovarian cancer risk and accelerate disease progression. We examined the association between caregiver burden, a common stressor, and risk of epithelial ovarian cancer. We prospectively followed 67,724 women in the Nurses' Health Study (NHS; 1992-2012) and 70,720 women in the NHSII (2001-2009) who answered questions on informal caregiving (i.e., caregiving outside of work). Women who reported no informal caregiving were considered non-caregivers while, among women who provided care outside of work, caregiver burden was categorized by time spent caregiving and perceived stress from caregiving. For the 34% of women who provided informal care for ≥15 hours per week, 42% described caregiving as moderately to extremely stressful. Pooled multivariate analyses indicated no difference in ovarian cancer risk for women providing ≥15 hours of care per week compared to non-caregivers (hazard ratio (HR)=0.96; 95% confidence interval (CI): 0.79-1.18), and no association was evident for women who reported moderate or extreme stress from caregiving compared to non-caregivers (HR=0.96; 95% CI: 0.75-1.22). Together with prior work evaluating job strain and ovarian cancer risk, our findings suggest that, when evaluating a stressor's role in cancer risk, it is critical to consider how the stressor contributes to the overall experience of distress.

Empowering educators: addressing drug abuse among students in Technical and Vocational Education and Training (TVET) colleges

ABSTRACT Addressing drug abuse is crucial in South Africa, especially in Technical and Vocational Education. This study examines educator training for managing student substance abuse. The study utilised a non-experimental quantitative exploratory design, surveying all 337 educators from selected Technical and Vocational Education and Training colleges in South Africa’s Limpopo Province. The study discovered that educators consistently linked certain behaviours with suspected student drug abuse, facilitating early identification. However, there was notable diversity in how educators proposed handling students with suspected drug abuse, with a significant portion lacking training in this area. The research highlighted varying perspectives on the significance of educator-student relationships. It points out the crucial need for comprehensive training for Technical and Vocational Education and Training college educators in addressing student drug abuse. The findings provide a foundation for future research and interventions in this domain, not only in South Africa but also in similar educational settings globally.

Exploring Pedagogical and Digital Practices in Vocational Education and Training: Comparing Teacher and Student Perspectives

This article investigates the pedagogical and digital practices of vocational education and training teachers, offering comparative insights from both teacher and student perspectives. To this end, two questionnaires were constructed for teachers and students and then validated by means of inter-judge procedures and expert review. The questionnaires were administered to representative samples of 158 teachers and 309 students in intermediate and higher vocational education and training programs in the Spanish region of Catalonia. Thanks to institutional collaboration, it was possible to obtain both samples by a non-probability sampling technique. The results obtained from the quantitative analyses performed show that while most vocational education and training teachers utilize a combination of active and lecture-based methods, less than a third incorporate online tools, prioritizing institutional platforms. Although both teachers and students acknowledge a diversity of teaching strategies, the latter, particularly female students and those in advanced years or on dual programs, tend to be more critical of the effectiveness of the teaching strategies employed compared to their teachers. The findings underscore the need for vocational education and training programs to enhance digital tool integration and address the varying perceptions of teaching effectiveness to better meet students’ expectations and needs.

Samira Siahrostami.

"The most important future applications of my research include revolutionizing hydrogen peroxide production processes across various industries by providing cost-effective and sustainable methods… If I were not a scientist, I might have pursued a career in education, advocacy, or a creative field like writing or painting, where I could share knowledge, inspire others, and make a positive impact…" Find out more about Samira Siahrostami in her Introducing… Profile.

P-722 What is the state of well-being among professionals working in French Assisted Reproductive Technology (ART) centers?

Abstract Study question What is the state of well-being among professionals working in French Assisted Reproductive Technology (ART) centers? Summary answer Over 35% of French ART professionals experience job strain, and an additional 21% lack social support, posing risks of stress, burnout, and physical health issues. What is known already The health of professionals is notably impacted by the psychosocial work environment, where stress arises from imbalances between demands and available resources. Job strain, characterized by high psychological demands and low decision latitude, can lead to negative health outcomes, especially when combined with poor social support. Research on the well-being of diverse ART teams is scarce. Previous studies focused on burnout risk among embryologists in the US, Spain, and the UK, leaving other professional categories unexplored. A wider understanding of the psychosocial dynamics within ART centers is crucial for promoting a supportive work environment and limiting stress-related challenges among professionals. Study design, size, duration This cross-sectional study aims at evaluating the state of well-being among professionals working in the 104 French ART centers. An online survey was distributed via email to potential participants from November 2023 to January 2024. The questionnaire was built upon Karasek and Siegrist’s models. It included 26 queries assessing psychological demands, decision latitude, and social support, along with 23 questions evaluating effort, rewards, and perceived control. Additional questions covered personal and professional details. Participants/materials, setting, methods Responses were scored based on predefined points for psychological demand, decision latitude, job support, extrinsic efforts, and rewards. According to Karasek model, job strain combines high psychological demands (score >21) with low decision latitude (score <70). Isostrain, a more severe form of job strain, adds low social support (score <24) to job strain. Siegrist’s model identifies work situations with an imbalance between extrinsic efforts and rewards (ratio effort/reward >1). Main results and the role of chance The study included 464 participants (13% participation rate), including biologists (n = 129, 28%), gynecologists (n = 125, 27%), embryologists (n = 106, 23%), secretaries (n = 51, 11%), midwifes (n = 31, 6%) and other professions (n = 22, 5%). Most professionals were women (81.5%), while the remaining where men (18.1%) mainly biologists and gynecologists, and non-binary individuals (0.4%). Among all professionals, 164 (36%) experience job strain, while others either fell in active (n = 186, 40%), relaxed (n = 68, 15%) or passive (n = 41, 9%) categories. Furthermore, 80 (21%) professionals were in an isostrain situation. A total of 15% of professionals experience an imbalance between their extrinsic efforts and rewards. Multivariate analysis showed that women (OR 2.10 [1.07; 4.11]), public centers (OR 1.86 [1.13; 3.08]), embryologists (OR 9.26 [4.90; 17.50]), and secretaries (OR 5.78 [2.75; 12.17]) exhibited higher job strain risks compared to men, for-profit private centers, and gynecologists. Gender and function also showed significant associations with isostrain risk. Moreover, working 10 hours per day for 5-6 days weekly (OR 4.75 [1.47; 15.37]), along with functions of embryologists (OR 7.58 [2.21; 26.05]) and secretaries (OR 4.41 [1.20; 16.18]), were independently associated with an effort/reward imbalance, compared to a 4-day weekly work schedule and the function of gynecologist, respectively. Limitations, reasons for caution Due to the email distribution method, some professionals might not have received the survey. Sampling or non-response bias may result in the underrepresentation of specific individuals, limiting the generalizability of the findings. Finally, used scales might not fully capture all psycho-emotional aspects, such as burnout levels or quality of life. Wider implications of the findings 35% of French ART professionals face psychosocial imbalance, exceeding the general population’s rate (23.2%, Sumer study, 2003). Job strain may affect care quality (Scheepers et al., 2015), so research is needed to understand its causes and potential impact. Organizational and managerial improvements could constitute preventive approaches to stress and burnout. Trial registration number Not applicable

Exploring Determinants and Challenges of Job Satisfaction in Technical and Vocational Education and Training (TVET): A Systematic Review

Exploring Determinants and Challenges of Job Satisfaction in Technical and Vocational Education and Training (TVET): A Systematic Review

Professional and Technological Education (EPT) in Brazil From the Perspective of Laws Nº 11,892/2008 and Nº 9,394/1996

Objective: Investigate the process of creation and development of EPT in Brazil from the perspective of Laws nº 11,892/2008 and nº 9,394/1996, going through concepts and applications of EPT in the Brazilian scenario. Theoretical Framework: The acronym EPT has its origins in references to vocational education, more directly, referring to technical courses or any other whose main objective is to prepare the individual to take on a certain position in the job market (Dallabona; Fariniuk, 2016) . Thinking about this model of professional education, Law 11,892 of December 29, 2008 (Law creating IFETs), following the premises of Law No. 9,394/1996 (Education Guidelines and Bases Law), created IFETs, a general system of education that added the term “Technological” to its scope to indicate that this professional training could also occur at the undergraduate level, in Technology courses (Brasil, 2008). Method: This literature review began with searches in national databases, such as “SciELO” and “Google Scholar”, using combinations of words such as “professional education”; “professional and technological education”; “EPT in Brazil”; “EPT history”; “difference between traditional education and EPT”; among other similar ones. Initially, the criterion was used to evaluate the titles of articles, books, or chapters found, followed by reading their summaries (Costa et al. 2016). As the works were studied more deeply, other relevant references were found in the body of the text that had not been found in the initial searches and they were incorporated into the bibliographic corpus of this article (Ferreira et al., 2017). Results and Discussion: EPT in Brazil emerged in a cultural context under which the traditional contents of science, literature and humanities were recognized as being the only possible and viable means of education, normally aimed at a restricted part of the population, the Brazilian elite (Dallabona; Fariniuk , 2016). At that time, vocational education was seen as an instrumental aspect of work-oriented education, which did not provide access to higher education, unless the individual underwent a test of theoretical knowledge, which, in practice, represented humanist content. traditional schools (Kuenzer, 2007). With the aim of overcoming these gaps and breaking the historical structures of prejudice, the EPT was created in Brazil. Research Implications: The implementation of IFETs in Brazil was successful and the fruits harvested from these actions were recognized by the Ministry of Education and Culture (MEC) and the population. However, the federal education network has gone through a challenging process of permanence and precarious operating conditions in recent years. Given this, it is understood that the expansion of EPT needs to occur in quantitative and qualitative terms. To this end, the successful EPT experiences that the Federal Government left spread across the country should be used as a model, taking advantage of the growth potential; synergy; and the strength that IFEs have in Brazil (Dallabona & Fariniuk, 2016). Originality/Value: The number of scientific research publications has evolved significantly in recent decades and the increase in productivity has stimulated the creation of technologies and methods for understanding scientific mechanisms (Lovatto et al., 2007). However, the high number of publications has become a problem in terms of selection and qualified analysis of literature on a given topic (Lovatto et al., 2007). Given this, without the intention of exhausting the discussion on the topic, this research summarized the process of creation and development of EPT in Brazil from the perspective of Laws nº 11,892/2008 and nº 9,394/1996, going through concepts and applications of this teaching model in the Brazilian context.

Bridging gaps, building futures: evaluating a multinational’s employment programme vs. work-first for youth with diverse education levels

ABSTRACT In the Netherlands, public work-first support tends to cause unemployed young people to exit into primarily non-standard jobs. A worldwide-renowned Dutch company, Royal Philips, has offered since the mid-1980s a two-year lasting work experience and vocational training programme to long-term unemployed youth as an alternative to public work-first support. This quasi-experimental study uses data from the company programme's participants and national longitudinal register data for the matched control group receiving public work-first support. The present study observes the employment impact of this private company's employment programme compared to the public programme for inadequately skilled youth (aged 16–35) by education level. Participants’ employment levels are compared with a carefully matched public work first-subjected control group up to a maximum of ten years later. Fixed-effects panel regression models show that, due to its upskilling and work experience features, the employment programme positively affects sustained wage-fitted employment over ten years compared with the control group subjected to public work-first support. The programme's employment effect associated with upskilling is achieved notably with low-educated participants who received vocational training. In contrast, participating high-educated young people seem to profit from human capital and signalling effects.

The Docking of Talent Training Strategies and Job Market in Higher Vocational Colleges Under the Background of Slow and Difficult Employment

Students in higher vocational colleges are faced with difficult problems such as slow employment, which highlights the dislocation between education and the market. This study surveyed thousands of students and hundreds of enterprises, and put forward docking strategies. The analysis shows that the mismatch between skills adaptation and literacy is the main cause of slow employment. To this end, research and design training programs, including curriculum restructuring, school-enterprise cooperation practice platforms, and employment-oriented quality improvement plans are imperative. At the same time, we will develop teaching modules for career planning to enhance competitiveness and ensure that the content is synchronized with industry standards. After the implementation, the employment rate of students increased by 15% within six months, the degree of interconnection increased by 20%, and the degree of enterprise recognition increased by 25%. The research effectively promotes the docking of higher vocational education with the market, and has far-reaching significance for easing slow employment.

Why do women develop lower levels of political interest? Examining the influence of education, family socialisation and adult roles

AbstractThe political interest of men rises faster than that of women during late adolescence and early adulthood in Britain (Fraile and Sánchez-Vítores in Polit Psychol 41(1):89–106, 2020). This paper analyses whether factors relating to education, the assumption of adult roles and family background can explain this growing disparity. We use panel data of the British Household Panel Study (BHPS) and Understanding Society (USoc) to examine these factors. Education turns out to be the only factor that is related to different growth trajectories of political interest between men and women. Women with lower levels of education or vocational qualifications show stable or declining levels of political interest while all other categories show rising levels of interest between ages 16 and 30. Education can, however, only partially account for the rising gender gap. Variables representing the attainment of adult roles, such as occupational status, marital status and household composition, and variables capturing family socialisation are not linked to the growing disparity of political interest between men and women. Most of this gap thus remains unexplained.

Enhancing English Speaking Competence for Vocational Students: Descriptive Qualitative Analysis

This research explores the critical need for speaking skills and competencies in English in the context of vocational education. Through a comprehensive exploration of language skills, linguistics and literature, human resource management, and the role of learning organizations, this study provides an in-depth understanding of the important role of literacy in English in vocational education. The findings reveal that English proficiency is not just an advantage but an absolute necessity for vocational students in today's increasingly connected world. English serves as a gateway to a wide range of global information, collaboration with international peers, and participation in a wider professional network. Effective communication in English is now a prerequisite in the job market, with recruiters in various industries looking for candidates who have strong English-speaking skills. In addition, the study emphasizes that the linguistic and literary dimensions in English proficiency not only deepen communication skills but also increase cultural awareness. By understanding the nuances of language, vocational students can navigate a diverse professional environment with cultural sensitivities, which is an invaluable trait in the global world of work. Learner organizations play an important role as champions of change, influencing curriculum development and resource allocation to support English language education for vocational students

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

ALOKASI ANGGARAN PENDIDIKAN MENUJU VISI SDGs DI INDONESIA: WAWASAN LITERATUR PERBANDINGAN TERHADAP NEGARA ASEAN

With the world's fourth largest population, Indonesia is experiencing significant growth. Indonesia possesses demographic dividend potential that brings economic opportunities towards becoming a developed country. Human resource preparation is key to successfully harnessing the demographic bonus of 2035. Efforts to improve the quality and accessibility of education are implemented through budget allocation as mandated by the 1945 Constitution. This study aims to analyze the education budget allocation comparison between Indonesia and the ASEAN member countries. This study provides novelty by focusing on comparing the allocation of education budgets between Indonesia and ASEAN countries through a parliamentary perspective to support the achievement of SDGs. The study adopts a qualitative method with Systematic Literature Review by analyzing 83 articles. The findings indicate that education budget allocation in Southeast Asian countries, including Indonesia, Malaysia, Singapore, Thailand, Vietnam, the Philippines, Myanmar, Cambodia, and Laos, is a crucial focus in ensuring educational quality. Despite increasing budgets annually, challenges such as disparities in educational quality, teacher shortages, and poor infrastructure remain major issues. ASEAN countries employ different approaches to budget allocation, with some focusing on decentralization, subsidies, and public investment. International support, such as that provided by the World Bank in Cambodia and Myanmar, demonstrates a commitment to improving access and quality of education. In Indonesia, budget allocations for primary, secondary, and vocational education should be seen as investments in future human resources, with an emphasis on sustainable allocations. Improvements in diversifying budget programs and comprehensive oversight at the regional level are essential, while budget allocations for higher education and vocational training need significant increases to meet international standards, with a minimum recommendation of 2% of the national budget, according to UNESCO.

Unlocking Potential: A Comprehensive Analysis of Inclusive Education Policies for Children with Disabilities in Nepal

Special Education Council was established in 1973 after the 1971 National Education System Plan transformed inclusive education in Nepal. Despite delays, 2015 constitutional mandates and 2019 National Education Policy support inclusive education. This review article examines Nepal's inclusive education policies from 1996 to 2017 focusing on changes and challenges. Recent successes include the 2010 ratification of the Convention on the Rights of Persons with Disabilities and the 2018 Compulsory and Free Education Act. The 2019 policy merger and 2076 Education Policy lack inclusive education implementation plans, indicating areas needing improvement. Utilizing Policy Implementation Theory alongside SWOT Analysis, this study endeavors to assess the efficacy of existing policies, evaluate historical adaptations, and scrutinize adherence to international commitments within the Nepalese context. As the International Institute for Educational Planning highlights, legislative frameworks play a pivotal role in fostering parity and inclusivity, underscoring the imperative for stakeholder consensus. Nepal's 2015 constitution meets international standards; however, physical accessibility is still a concern. The study focuses on accessibility, inclusive party laws, manifestos, and collaboration with OPDs, which are recommended for effective representation. Similarly, equal education and employment require inclusive curriculum design and barrier removal in inclusive education and vocational training. Nepal faces policy discrepancies, a lack of trained special educators, and insufficient resources. Implementing inclusive education policies in Nepal is challenging due to contextual, organizational, and policy barriers. It requires infrastructure investments, awareness campaigns, and targeted regulations. Infrastructure investments, awareness campaigns, and targeted regulations are needed implementing inclusive education policies in Nepal is complicated by contextual, organizational, and policy barriers. The study recommends a comprehensive, situation-specific strategy using school psychologists to promote inclusive mindsets in technical and vocational education with invest in infrastructure development to ensure physical accessibility for individuals with disabilities and enact policies that promote inclusive practices within educational and vocational training institutions.

Learning to be entrepreneurial in vocational teacher education

Ser empreendedora é um conceito que evocou o interesse no contexto do ensino de empreendedorismo. É uma qualidade desejável, não só entre as pessoas já na vida profissional, mas também entre alunos, professores e organizações de ensino. Os professores são um grupo que, pelo seu próprio exemplo, pode servir como um modelo para os outros. Através de seu próprio exemplo empreendedor, os professores podem incentivar os seus próprios alunos para serem empreendedores. Portanto, é apropriado que as atividades empreendedoras sejam desde logo aprendidas durante a formação de professores. Observações da abordagem empreendedora de dois grupos que iniciou seus estudos em HAMK foram iniciadas em agosto de 2011. Em vez da formação normal de professor-líder os grupos de alunos foram divididos de acordo com os princípios da aprendizagem baseada em problemas em pequenos grupos. Cada grupo foi atribuído a responsabilidade para o planeamento independente, implementação e avaliação de estudos relativos à formação de professores no ensino profissional. A tarefa dos instrutores era monitorizar as atividades e intervir apenas quando necessário. Nas reações e desenvolvimento dos alunos, as fases da pedagogia do risco, modelo proposto por Paula Kyrö, pode conduzir ao discernimento-confusão, levando à ação e aprender a correr riscos. Os alunos dos grupos responderam a duas vezes ao questionário que lhes foi apresentado. O primeiro questionário foi implementado no início dos estudos e um segundo no final dos estudos. As observações dos formadores e estudantes também foram analisadas. Pode-se determinar/afirmar, como uma conclusão que, na fase inicial, os alunos estavam confusos e em parte também com raiva. O tomar de medidas, no entanto, produziu resultados e os futuros professores perceberam que tinham de enfrentar os desafios. Eventualmente, no decorrer da implementação, surgiu, uma competição de modo a ver qual dos grupos conseguia alcançar a qualidade mais alta. Assim, através da experiência em ser professores, os futuros professores aprenderam temas de empreendedorismo tais como a responsabilidade e o assumir de riscos. O objetivo deste artigo é descrever a história do crescimento dos futuros professores do ensino profissional. Primeiro, apresentamos os principais conceitos usados na pesquisa. Posteriormente, descrevemos os estudos sobre os futuros professores como um todo. Em seguida apresentamos a perspetiva da experiência dos professores e dos formadores na fase de implementação. Finalmente traçamos conclusões sobre a implementação no esforço para estimular a discussão sobre o desenvolvimento da educação para o empreendedorismo.

Youth Migration and its Resultant Effect on Small-Scale Fish Farming in Southwest Nigeria

The study aimed at assessing the effects of rural youths’ migration pattern on small-scale fish farming in southwest Nigeria. Primary data were obtained from 440 fish farmers with the aid of a well-structured questionnaire, using multi-stage random sampling technique. Data collected were analyzed using descriptive statistics and likert scale rating techniques. The results showed that majority of the fishers were married males with mean age, household size and fishing experience of 44 years, 6 persons and 14 years respectively. It was further revealed that scarce employment opportunities (89.1%), flood/drought (85.7%), poverty (79.8%) and insurgency/displacement (75.5%) were the major push factors triggering rural youth’s migration in the study area while attractive wages/high income (98.0%), diverse employment opportunities (90.2%), alternative source of income during off season (86.1%) and availability of improved technologies (70.7%) were the major pull triggering youths’ migration in the study area. Thus, provision of loan to fishers at flexible interest rate, availability of improved fishing equipment, establishment of vocational training centres, integrating rural youth into empowerment programmes and provision of improved fishing methods to attract youth were the main strategies that could be used to checkmate rural youth migration in the study area. It was therefore recommended that Bank of Agriculture should be encourage to give out minimal loan interest rate to fishers at flexible repayment plans, empowerment/skills acquisition/entrepreneurship programmes should be established.

Impact of COVID-19 on Labor Market Participation: A Case Study of Jammu City, India

Labor market participation has increased attention due to the global impact of the COVID-19 pandemic. This crisis has significantly affected various aspects of society, including labor market participation, resulting in widespread job losses, disruptions in education, shifts in industry demands, skill gaps, and increased unemployment, both on a global scale and within Jammu City. This paper aims to analyze the labor market participation of youth during the pandemic and its impact on education, employment, and socio-economic outcomes. The study uses both primary and secondary sources, such as labor force surveys, reports, and research papers, covering problems worldwide, India and the specific context of Jammu city. The study covers the pre- and post-pandemic labor market participation of survey respondents examining the types of job losses, vocational education and training (VET) courses, work-from-home opportunities, and the challenges faced by individuals in securing employment during the pandemic. The central focus of the study lies in exploring the labor market participation of the respondents. How has the COVID-19 pandemic affected youth labor market participation in Jammu City, and impacted education, employment, and socio-economic outcomes? Major findings have been discussed in this paper, The COVID-19 pandemic resulted in widespread job losses, disruptions in education and significantly impacted youth labor market participation in Jammu City, VET courses emerged as crucial avenues for skill development and adapting to the changing labor market demands during the pandemic. Work-from-home opportunities became prevalent, but access to such opportunities varied among different demographic groups, aggravating existing inequalities. Challenges in securing employment during the pandemic included limited job opportunities, skill gaps, and barriers to accessing education and training. Policy recommendations for addressing the impact of the pandemic on youth labor market participation and socio-economic conditions in Jammu City include enhancing skill development programs, promoting inclusive job creation initiatives, and ensuring equitable access to education and training opportunities. These measures aim to mitigate difficulties in labor market participation and socio-economic challenges, emphasizing the importance of skill enhancement, inclusive job creation, and accessible education and training within the city.

Compliance of private ventilated improved pit latrines to odour and fly control guidelines: A technical audit in selected regions of Ghana

The ventilated improved pit (VIP) latrine offers a promising route to safely managed sanitation to many households in developing countries. However, some technical guidelines must be followed in order to realise the technology's advantage of odour and fly nuisance control. This study sought to audit private VIP latrines in selected regions of Ghana to assess their compliance to conventional technical guidelines and to understand the major factors that influence the latrine designs. An inspection checklist was developed to assess 296 private VIP latrines in the Central, Ashanti and Northern Regions of Ghana while semi-structured interviews were conducted among the latrine owners to enquire the factors that influenced the designs of their latrines. The results show that provision of a window in the superstructure (86 %), and the avoidance of an insect screen in the window(s) (77 %) were the most complied guidelines. The use of 150 mm diameter vent pipe was the least satisfied guideline (5 %). On the average, a latrine satisfied about half (3.6) of the technical guidelines that were assessed. The decision or advice of local artisans is the most influential factor in the design of the latrines. Cost was the least mentioned factor cited by the latrine owners. There is the need to establish information desks at the various Metropolitan, Municipal and District Assemblies (MMDAs) to guide prospective owners on the proper design and construction of the VIP latrine. In addition, toilet construction should be incorporated in the curriculum for the basic training of building and construction students in Technical and Vocational Education and Training (TVET) institutions in Ghana. Further research is required to ascertain the basis of the decisions of local artisans and the potential impact of the use of accessories that are ‘borrowed’ from the WC toilet on odour and fly control in the latrine.

Investing in Education and Scientific Research for Growth of Iraq: Exploring the Main Dimensions, Success Factors, and Government Policies

The research aims to explore the dynamics of investment in education and scientific research and their influence on Iraq's economic growth. Utilizing a descriptive-analytical approach, the study focuses on various dimensions of education and research investment, including quality education, vocational training, funding, infrastructure, collaboration, and government policies. The data was collected through a comprehensive survey, designed based on international standards and tailored to the specific context of Iraq. The survey garnered 191 valid responses from a diverse range of stakeholders in Iraq's education and research sectors, including educators, policymakers, academic researchers, and institutional representatives. The statistical analysis was carried out using specialized software (Amos.V24 and SPSS.V26), incorporating methods such as arithmetic averages, standard deviation, coefficient of difference, and relative importance. The study also includes visual representations such as bar charts and heat maps to elucidate the findings. The most prominent result emphasizes the strong positive correlation between investment in education, research, and economic development in Iraq. It underscores the necessity for a concerted effort to improve education quality, fostering scientific research, and aligning it with the country's economic development goals. The findings affirm that strategic investment in education and research can catalyze Iraq's growth and progress.