Continuing Professional Development Programme Research Articles

THE IMPLEMENTATION OF SINGLE NATIONAL CURRICULUM IN PUNJAB: TEACHERS' PERSPECTIVES BY EXPERIENCE AND QUALIFICATION

Education has been recognized to be an important factor in nation-building. Every student has a fair & equitable opportunity to acquire a high-quality education within one education system which includes common curriculum, medium of instruction & assessment platform. A Single National Curriculum is one step in that direction. In 2020, Pakistan's government implemented the SNC, a significant curricular reform aimed at reducing differences in the national curricula and promoting basic competencies for students. Prior to the adoption of SNC, many schools taught a diverse curriculum. The purpose of this study is to investigate teachers' perspectives on the implementation of a SNC in the province of Punjab, taking into account their qualifications and experiences. A quantitative descriptive research design was applied. The results revealed that the highly qualified teachers demonstrated a stronger commitment to the SNC objectives, while experienced teachers exhibited varying level of acceptance showing higher positivity. The study suggested the need for teachers' training and Continuous Professional Development programs in order to implement SNC effectively. The SNC's aim will only be accomplished if the proposed assessment procedure is used, hence improving the examination system.

Systematic Review on the Impact of Instructional Leadership on Implementing Teachers' Continuous Professional Development Program in Tanzania: A Case Study of Primary Schools in Mkuranga District

This study investigates the role of instructional leadership in implementing and succeeding Teachers' Continuous Professional Development (TCPD) programs in primary schools within Tanzania's Mkuranga District. Through a systematic literature review, the research underscores the critical importance of instructional leadership in shaping educational quality and student outcomes. The data was collected systematically from databases such as Scopus, Google Scholar, Research Gate, and PubMed were selected due to their extensive collections of peer-reviewed journals, articles, and conference papers. This review synthesizes findings from 18 selected articles published between 2010 and 2024, focusing on administrators' and teachers' perceptions of instructional leadership, its influence on TCPD program implementation, challenges faced by administrators, and strategies for improving instructional leadership in primary schools. The review reveals that effective instructional leaders articulate a clear vision for educational improvement, align professional development with school goals, and foster a culture of collaboration and continuous learning. Despite the recognized benefits, challenges such as inadequate funding, resistance to change, and administrative turnover hinder TCPD implementation. The study offers strategic recommendations, including targeted training for leaders, professional learning communities, resource allocation, monitoring and evaluation, and community engagement, to enhance instructional leadership and TCPD effectiveness

Teaching Accountability, Engagement and Quality among Chinese Higher Vocational College Teachers

The study focused on the pressing need to enhance the quality of education in higher vocational colleges in China, addressing the gaps in teaching accountability, engagement, and quality among Chinese vocational college teachers. Despite numerous initiatives, challenges persist in improving teaching standards and student outcomes. This research aims to fill the gap by systematically exploring the relationships between teaching accountability, engagement, and quality. The main objectives are to determine the relationships among teaching accountability, teaching engagement, and teaching quality and to propose a professional development program for vocational college teachers in China. The study employs a quantitative research design involving 426 teachers from two vocational colleges. Data were collected through surveys and analyzed using statistical methods. Key findings reveal that teacher professionalism, responsibility, and duties are positively correlated with teaching engagement and quality. Teachers who exhibit higher professionalism and responsibility tend to engage more deeply in teaching activities, resulting in better student performance and achievement. The study con-tributes new insights into the interdependencies of these variables in the context of Chinese vocational education. One significant recommendation is the implementation of continuous profes-sional development programs tailored to enhance teacher engagement and ac-countability. These programs should focus on improving pedagogical skills, foster-ing a culture of collaboration, and integrating modern teaching strategies to elevate the overall quality of vocational education.

IMPLEMENTASI SISTEM PEMBELAJARAN EFEKTIF SEBAGAI STRATEGI PENGUATAN PROFESIONALISME GURU DALAM ERA DIGITAL

This research aims to analyze teacher professionalism strengthening through the implementation of effective learning systems. Using a mixed-method approach, the study was conducted on 100 teachers selected through purposive sampling. Data collection included questionnaires, in-depth interviews with 20 teachers, learning observations, and focus group discussions. The results showed significant improvements in teacher competencies: pedagogical (25%), professional (28%), learning technology utilization (35%), and evaluation skills (30%). The implementation of effective learning systems positively impacted student learning motivation (75%) and learning outcomes (68%). Key supporting factors included policy support and availability of continuous professional development programs, while inhibiting factors included administrative burden and limited technology access. The teacher professionalism strengthening program proved effective in improving learning quality, although it still requires strengthening of the mentoring system and development of digital learning platforms..

Effectiveness of an intervention to improve pharmacovigilance among selected government hospitals in a district of Sri Lanka

Introduction: Issues related to doctors' pharmacovigilance exist due to their lack of knowledge and the challenges of a rapidly changing society. In addition, issues exist with the subject's existing systems. Proper intervention with a comprehensive system of pharmacovigilance can resolve these problems.Objective: This research is intended to assess the knowledge, perception, and practices of pharmacovigilance among medical officers in a district of Sri Lanka with surveillance systems through interventions.Methodology: A pre-and post-intervention design research study was conducted among 237 doctors in the curative sector in the Hambanthota district. All the doctors in these hospitals were considered the study population, and no sampling method was employed. A self-administered questionnaire was used to collect the data using active and passive surveillance data systems and workshops.Results: The results indicated that most of the doctors were from the 31-40 age category (55.3%), females (53.59%), preliminary and grade 2 medical officers (67.1%, 37.6%) who are working in the base hospitals (64.1%) of the area with a basic medical degree (90.8%). A large proportion of them (67.5%) had training in this area as undergraduates (25%). The overall knowledge of pharmacovigilance was poor (69.7%). The overall perception was positive (53.2%). Overall, practices were poor. Knowledge and perception have improved with the intervention.Conclusion and recommendations: This research revealed poor general knowledge, practices, and a positive perception regarding pharmacovigilance, which improved through an intervention. Substantial consideration should be paid to including those topics in undergraduate and postgraduate curricula. Continuous professional development and in-service training programmes should be arranged for doctors with a comprehensive system of surveillance.

Contribution of International Non-Governmental Organizations’ Interventions on Students’ Competence in English Language in Bugesera District Primary Schools, Rwanda

Purpose: The aim of the study was to evaluate the impact of interventions by International Non-Governmental Organizations on students' competence in Rwanda. Methodology: This research adopted a descriptive case study design aimed at establishing the impact of International Non-Governmental Organizations (INGOs) interventions on learners’ competence in English in Rwanda. The study utilized a mixed-method approach, incorporating both quantitative and qualitative methodologies to provide a comprehensive analysis. The population of our study was composed of 92 teachers and 16 head teachers of all primary schools in Bugesera District which were the target of Teacher Self Learning Academy project. The population also included 5 SEIs, 1 DEO/DDE in that district and a Plan International staff who has been involved in the TSLA project implementation. The sample size drawn from the total population of 92 teachers is 75 teachers using Slovin's Formula. Alongside the 8 head teachers from the selected schools, 5 SEIs, 1 DDE, and 1 Plan International staff member, this leads to a total of 90 participants for the study. The sampling approach was specifically tailored to suit the different categories of participants in the study. Purposive sampling was employed to select all head teachers from the identified schools. In contrast, stratified random sampling was used to select teachers, ensuring representativeness across various demographics such as gender, experience, and school location. For this study purpose, questionnaires and interview guide was used to collect and analyze data from research participants. The researcher took into consideration validity and reliability of the study to be valid and reliable to the audience. The researcher used descriptive statistics to analyze quantitative data and draw tables. Descriptive statistics were used to simplify large amounts of data. Inferential statistics were used to treat particular factors to detect the contribution of each determinant in learners’ competence in English. Primary data was treated through appropriate software as Statistical Package for Social Science (IBM/SPSS Version 21.0) and by after confronted with interviews and secondary data. Findings: The findings from both quantitative and qualitative data reveal that the TSLA project had a significant positive impact on students' English language skills, particularly in listening, speaking, reading, and writing. The findings revealed that 90.7% of the respondents agreed that instructional videos uploaded on iPods improved students' English listening skills, while 100% believed that these videos enhanced speaking fluency. Additionally, 94.7% of respondents indicated that the provision of teaching aids improved students' reading skills, and 86.7% noted an improvement in writing skills. Methods used in teachers' training, such as study groups and mentoring, were positively evaluated, with 76% and 74.7% of respondents, respectively, affirming their contribution to students’ English competence. However, challenges such as inadequate support from school management (62.7%), lack of incentives (88%), and insufficient resources (98.7%) were identified as barriers to effective implementation. Unique Contribution to Theory, Practice and Policy: The Government authorities should enforce policies that mandate continuous professional development for teachers and monitor their implementation to ensure effectiveness. The Ministry of Education should enhance teacher training programs by investing in comprehensive and continuous professional development programs that focus on modern teaching methodologies, ICT integration, and language competences. The Rwanda Basic Education Board (REB) should create incentive schemes to acknowledge and reward teachers who demonstrate exceptional dedication and improvement in their teaching practices. Bugesera Primary Schools should ensure that school management provides adequate support to teachers, including mentoring, peer coaching, and access to necessary teaching materials while parents should encourage and support their children's learning activities at home, particularly in using ICT tools and practicing language skills.

Transferring responsibility in primary school physical education: Experiences of five teachers participating in a professional development programme

Developing personal and social skills is an important educational goal and part of citizenship education. In physical education (PE), transferring responsibility for managing activities is a method to achieve this goal. For teachers, however, it is a challenge to relinquish control. This qualitative study investigated how five PE teachers experience a continuous professional development (CPD) programme aimed to help them deal with this challenge. Findings showed that a CPD programme can help teachers to make room for children to manage activities independently. However, teachers’ beliefs about the purpose of PE and limited teaching time complicate their willingness to transfer responsibility.

A Comprehensive Study on the Effectiveness of Continuing Professional Development (CPD) Programs in the Malaysian Food and Beverage Industry: Addressing Gaps in Innovation and Business Strategies

The food and beverage (F&B) industry in Malaysia is rapidly evolving, driven by shifts in consumer demands, regulatory advancements, and technological progress. This transformation necessitates continuous professional skill enhancement, particularly through Continuing Professional Development (CPD) programs. However, there are significant concerns about the current CPD programs’ effectiveness in catering to the specific needs of the F&B industry, especially in areas such as innovation, sustainability, and strategic business management. This research aims to evaluate the current state of CPD programs in Malaysia's F&B industry using a mixed-method approach, integrating quantitative surveys and qualitative interviews. Key findings reveal that while CPD programs meet basic regulatory compliance requirements, they fall short in areas of business innovation and leadership training. Recommendations are provided to bridge these gaps, advocating for a more flexible, hands-on, and industry-relevant approach to CPD delivery, which will better align with the needs of Malaysian professionals.

PRINCIPLES OF CONTINUOUS PROFESSIONAL DEVELOPMENT OF EDUCATORS IN THE CONTEXT OF INCLUSIVE EDUCATION

In the rapidly evolving educational landscape, continuous professional development (CPD) is crucial for equipping educators with the skills and knowledge needed to address the diverse needs of learners in inclusive classrooms. This article explores the principles of CPD within the context of inclusive education, emphasizing lifelong learning, learner-centered approaches, collaboration, reflective practice, and technology integration. It highlights strategies for implementing effective CPD programs and addresses challenges such as limited resources and resistance to change. Ultimately, the article underscores the importance of sustained professional growth in fostering equitable and inclusive learning environments.

Assessing global access to continuing professional development for rehabilitation professionals: a mixed methods study of current practices and perceived needs

ObjectivesThis study aimed to understand the current state of continuing professional development (CPD) for rehabilitation professionals globally and identify perceived requirements to enhance education to guide efforts to develop internationally...

TRAINERS CONTINUOUS PROFESSIONAL DEVELOPMENT AND STUDENTS LEARNING OUTCOMES IN TVET INSTITUTIONS

The study sought to establish the influence of Continuous Professional Development (CPD) programs on students learning outcomes in Technical and Vocational Education and Training (TVET) institutions in Ruhango District, Rwanda. The study aimed to determine the influence of CPD programs on course completion rates, acquisition of practical skills and competencies and students participation/engagement among TVET students. Using cross-sectional research design with mixed methods, data were collected from a sample of 427 respondents, including instructors, headteachers, and Sector Education Inspectors (SEIs). Simple random sampling was used for schools and instructors, while headteachers and SEIs were selected through purposive sampling. Quantitative data were analyzed using frequency percentages and correlation analysis, while qualitative data were processed through thematic analysis.The findings revealed that CPD programs significantly enhance student learning outcomes in TVET institutions. A majority of respondents (80%) participated in CPD initiatives, with 65% reporting that CPD had a strong influence on improving course completion rates, and 85% highlighting its positive impact on the acquisition of practical skills and competencies. Additionally, 60% of respondents recognized a substantial influence of CPD on student engagement. Correlation analysis confirmed strong positive relationships between CPD and course completion (r = 0.72), practical skills acquisition (r = 0.85), and student engagement (r = 0.72). The study concluded that CPD programs play a critical role in improving educational outcomes in TVET institutions. Recommendations include tailoring CPD programs to specific technical fields, enhancing hands-on workshops, providing more frequent CPD opportunities, and implementing structured monitoring and evaluation mechanisms. Future research should explore the influence of CPD on specific technical skills and examine its long-term impact on both instructors and students.

Analysis on the Impact of English Teachers' Continuing Professional Development (CPD) on Teaching Ability: A Case Study of Applied Undergraduate Colleges in Henan Province

Background and purpose: With the rapid development of higher education in China and the rise of applied undergraduate colleges, the continuing professional development (CPD) of English teachers is becoming increasingly important. This study aims to explore in depth the impact of CPD on the teaching ability of English teachers in applied undergraduate colleges in Henan Province, analyse teachers' attitudes towards and participation in CPD and its effectiveness, and examine the role of demographic characteristics and teacher creativity in this process. Method: A mixed research method was used, combining quantitative and qualitative analysis. A questionnaire survey was conducted among 294 English teachers (with a 85.5% response rate) from 10 applied undergraduate colleges in Henan Province. The questionnaire included aspects such as teachers' background information, frequency of CPD participation, attitudes towards CPD, and perceived teaching ability. In addition, 20 semi-structured interviews and four focus group discussions (24 participants in total) were conducted to obtain more in-depth qualitative data. Descriptive statistics, correlation analysis and multiple regression analysis were performed using SPSS software, and Hayes' PROCESS macro was used to analyse moderated effects. Main results: Teachers had a generally positive attitude towards CPD (mean score 4.587/5), but institutional support was lower (mean score 3.326/5). There were significant differences in the frequency of participation in CPD activities: professional reading had the highest participation rate (65.9% participated frequently or very frequently), while industry-university cooperation had the lowest (only 22.8%). CPD had a positive impact on all aspects of teaching ability, especially technology integration (72.5% reported a significant or transformative impact). Multiple regression analysis showed that the frequency of CPD participation was the strongest predictor of perceived teaching ability (β = 0.458, p < 0.001), followed by attitude towards CPD (β = 0.265, p < 0.001). Teacher creativity significantly moderated the relationship between CPD participation and teaching competence (B = 0.087, p = 0.026), indicating that teachers with higher creativity are better able to translate their CPD experiences into teaching practice. Heavy workload (65.6%) and insufficient time (59.5%) were the main barriers to CPD participation. Technical training (64.9%) and reflective practice groups (59.2%) were the most popular types of CPD activities. Conclusions and recommendations: The findings of this study highlight the important role of CPD in improving the teaching capacity of English teachers in applied undergraduate institutions, while also revealing the challenges in the current implementation of CPD. Recommendations for educational institutions are as follows: Increase institutional support for CPD to create more time and resources for teachers to participate in CPD. Design a diversified CPD programme with a balanced mix of activities, with a particular focus on industry-university collaboration and action research. Focus on technical training and reflective practice to improve teachers' digital literacy and innovation capabilities. Develop personalised CPD pathways that take into account teachers' career stages, educational backgrounds and career aspirations. Explore more flexible CPD formats, such as microlearning modules or blended learning approaches, to overcome time and workload barriers. This study provides an empirical basis and practical guidance for the CPD of English teachers in applied undergraduate colleges in Henan Province and even in China, which is of great significance for improving teaching quality and student learning outcomes.

An Assessment on the Capacity of Health Facility Staff in Implementing Strategic Management Practices for Active TB Case Finding in Nairobi, Kenya

Tuberculosis (TB) is a contagious disease caused by the bacteria Mycobacterium tuberculosis. This bacterium primarily targets the lungs but can also affect other body parts, including the kidneys, spine, and brain. TB spreads through airborne droplets when an infected person coughs, sneezes, or even breathes. Symptoms of TB include a persistent cough, fever, chest pain, fatigue, night sweats, and loss of appetite. TB remains one of the most widespread infections globally and continues to be a significant cause of illness and death. In 2019, the World Health Organization (WHO) reported that 10 million people contracted TB, resulting in approximately 1.2 million deaths. Additionally, the Centers for Disease Control and Prevention (CDC) highlighted that around 3.6 million people with TB go undetected annually, thus not receiving the necessary care. Effective TB management requires strategic planning, including setting clear goals based on comprehensive assessments, prioritizing TB screening and detection, focusing on high-risk groups, and implementing appropriate screening and diagnostic methods. Despite these efforts, active TB case finding faces several challenges. These include diagnosing extrapulmonary TB, executing healthcare plans, delivering healthcare, and addressing patient obstacles. Healthcare facilities also struggle with community delays in seeking care, insufficient awareness among healthcare professionals, financial barriers, inadequate training, staffing shortages, and community stigma. The study aimed to assess the capacity of health facility staff in Nairobi County to implement strategic management practices for active TB case finding. This study utilized both quantitative and qualitative methodologies. Structured questionnaires were used for quantitative data, while focus group discussions and open-ended questionnaires provided qualitative insights. The target population consisted of 3,290 individuals, including 2,604 healthcare workers and 686 non-health technical staff across healthcare facilities in Nairobi County. During the study period from April to June 2024, 406 respondents, representing an 81% response rate of the targeted 501 healthcare workers at 239 TB treatment sites in Nairobi, were reached. Most respondents (86%) reported receiving specialized training in TB case finding, indicating a proactive approach to skill development. However, 14% had not received such training due to various reasons like not having started training yet or staff shortages. Training modalities included Continuing Medical Education (CMEs), on-the-job training, virtual training, and didactic training. On-the-job training was rated the most effective (4.5 out of 5), followed by CMEs (4.4), with virtual and didactic trainings receiving lower ratings (3.7 and 3.5, respectively). Addressing skill gaps was a priority, with 94% of respondents relying on on-the-job training, 74% on specialized capacity-building training, and 69% on mentorship strategies. Regular training, often conducted quarterly, demonstrated a commitment to ongoing learning. Strategic management training covered various aspects from TB case finding protocols to leadership and project management, reflecting a comprehensive approach to workforce development. High self-rated skills in clinical assessment (4.6), communication with patients, and teamwork (both 4.5) validated the effectiveness of the training. However, logistical challenges and staffing shortages still hindered some training efforts. The study recommends developing and implementing structured mentorship and continuous professional development programs, utilizing both in-person and remote methods. Ensuring all health facility staff have ongoing access to specialized TB case management education will address logistical challenges and staffing shortages, enhancing clinical capacity and effectiveness in TB case finding and management

Developing the faculty team in agriculture, forestry, and aquaculture through a competency-based approach: Insights and strategies for colleges in Vietnam

This paper explores the development of faculty teams in agriculture, forestry, and aquaculture in Vietnamese colleges by applying competency-based education. Using a mixed-methods approach, the study evaluates the competencies of 124 faculty members from eight institutions, focusing on their academic qualifications, teaching skills, technological proficiency, and research involvement. The findings highlight strengths in academic preparation but reveal significant gaps in the use of technology, research engagement, and collaboration with industry partners. These gaps emphasize the need for comprehensive faculty development strategies to align education with labor market demands. Key solutions proposed include establishing a competency framework specific to agriculture, forestry, and aquaculture education to guide curriculum and professional development. The study also recommends strategic workforce planning based on competencies to ensure the optimal distribution of teaching expertise. Furthermore, competency-based recruitment and utilization practices will help institutions select faculty best suited for teaching and research roles. Continuous training and professional development programs aligned with this framework are necessary to help faculty integrate new technologies and teaching methods. The study emphasizes the importance of performance evaluation systems to monitor and support faculty progress and institutional policies that foster a motivating and supportive work environment.

Considerations for continuing professional development in the post-pandemic era: national experiences from psychiatry.

COVID-19 led to rapid innovations in continuing professional development (CPD). We surveyed Canadian Psychiatry CPD directors to understand the pandemic's impact and to identify effective practices. In fall 2021, an online 31-item survey was created iteratively based on discussions among CPD educators and disseminated to CPD program leaders at 17 Canadian medical schools through the Council of Psychiatry Continuing Education (COPCE). We collected information on each CPD program, adaptations associated with pandemic restrictions, and intentions regarding future delivery of CPD. Nine responses were received. COVID-19 led to a shift to virtual CPD delivery, with creative and transformative strategies to maintain engagement and online security. Virtual CPD was associated with an increase in attendance and decrease in costs. Many respondents anticipated that virtual or hybrid modalities would continue post-COVID-19. The pandemic led to a pivot to virtual delivery of Psychiatry CPD programming. Hybrid delivery will likely be the prevalent mode of future CPD programming, requiring more technological, financial, and human resources to tackle potential challenges. In times of rapid adaptation, a national network of CPD directors can provide an important venue for knowledge exchange about innovations and effective practices and build capacity of expertise.

Influence of Teacher Beliefs on Employing EBT (Evidence-Based Teaching) in Creative Writing Lessons

Children who do not master writing skills risk possible failure because they cannot complete written assignments on time. The complex nature of writing as a language production skill requires thorough planning and problem-solving. Research emphasises that children who struggle to write tend to remain behind in their writing skill development. Hence, it is necessary to strengthen writing instruction, such as by incorporating research-based methods. The purpose of this article was to explore teachers’ perceptions of and beliefs in teaching creative writing and employing evidence-based teaching (EBT) in their lessons. Data were generated through two focus group interviews, classroom observations, and document analysis. Purposive sampling was used to recruit Grade 3 teachers from two primary schools. The data revealed that teachers believed themselves to be inadequately trained to effectively teach creative writing. The findings suggest that teachers believe they have little time to explore the usefulness of evidence-based strategies as they already battle to complete the syllabus; there is little guidance on how to go about teaching creative writing; and how they currently teach is in line with the policy guidelines. This article recommends that the Ministry of Education and universities reinforce pre- and in-service teacher training programmes by teaching diverse evidence-based strategies, for example, self-regulated strategy development (SRSD), consolidate curriculum knowledge, and strengthen continuous professional development programmes to boost teachers as reflective practitioners.

Assessing the Responsiveness of Moulay Ismail University to Teachers' Continuous Professional Development Needs: A Mixed-Methods Analysis

This study investigates the responsiveness of Moulay Ismail University (UMI) to the continuous professional development (CPD) needs of its teaching staff. The study integrates both quantitative and qualitative methods to gain a comprehensive understanding of teachers' perspectives. The quantitative phase involved administering a structured questionnaire to 214 teachers, focusing on their perceptions of the university's CPD offerings, including availability, relevance, accessibility, and institutional support. Descriptive statistics were used to analyze this data, revealing a predominantly negative attitude among teachers towards their university's ability to meet their CPD needs. The qualitative phase involved semi-structured interviews with 21 teachers. These interviews provided deeper insights into teachers' barriers, such as the lack of relevant CPD activities, the irrelevance between CPD content and pedagogical needs, and the overwhelming workload that limits their capacity for professional growth. Thematic analysis of the interview transcripts identified key themes that aligned with the quantitative findings, offering a more nuanced perspective on the challenges associated with CPD at the UMI. The study concludes that the teachers at the UMI perceive the institution as largely unresponsive to their CPD needs. This sentiment echoes broader concerns within the literature about the neglect of university teachers' professional development in Morocco. The findings underscore the need for more relevant and accessible CPD programs tailored to the specific needs of faculty and institutional reforms that alleviate the workload pressures that hinder professional growth.

Managing Disputes at the Grassroots: Experiences of Lupong Tagapamayapa Chiefs

Conflict and disagreement between members of a community can occur for a variety of reasons, including irreconcilable ideals and expectations, personality conflicts, misunderstanding, unequal power distribution, and moral or cultural differences, among others. Often, communities lack qualified professionals to successfully handle disputes or are ignorant of certain abilities and techniques. This study explored the lived experiences of Lupong Tagapamayapa Chiefs in resolving barangay conflicts in Bacolod City, Negros Occidental through a qualitative research method. The informants of this study were ten (10) Lupon Chiefs of the ten (10) most populated barangays in Bacolod City. All participants were subjected to an individual in-depth interview. The findings of this study are described in emergent themes. Four (4) emergent themes described the positive and negative experiences of the participants in resolving barangay conflicts. For the positive experiences, two (2) emergent themes were developed, namely: Fulfillment through Dispute Resolution and Mediator’s Commitment to Peacekeeping. For the negative experiences, two (2) emergent themes were also developed: Barriers to Mediation and Behavioral Issues of Antagonizing Parties. Meanwhile, two (2) emergent themes were formulated to explain how the participants address the challenges encountered in resolving barangay conflicts, namely: Establish Rapport between Disputing Parties and Dynamic Management of Disputes. Finally, two (2) emergent themes were created to express the aspirations of the participants to improve the quality of their duties: Continuous Training and Seminar on Dispute Resolution and Desire for Improved Mediation Skills. Based on the emergent themes identified, it is recommended to implement continuous training and professional development programs be implemented for Lupong Tagapamayapa members to enhance their mediation skills, communication techniques, and legal knowledge for more effective conflict resolution.

Adult Education Program Implementers’ Understanding and Usage of Strategy Policy Documents in Addis Abab City Administration, Ethiopia

This study was targeted to assess adult education program implementers’ understanding towards adult education policy documents and usage of the documents in Addis Ababa City Administration. In order to guide the study qualitative method was applied. Accordingly, qualitative data was gathered using interview and document analysis. Qualitative data like views of respondents and result gained from document analysis were discussed by narrating the evidences/responses in words. As the findings of this study reveals, majority of adult education program implementers lack understanding about the policy documents of adult education sector; there is no established and sustainable awareness creation system and capacity building program for newly employed and other personnel; non-existence an established structure to lead adult education program according to the designed strategy documents are some of the results of the research. In order to overcome the challenges mentioned above adult education implementing organizations have to launch continuous professional development (CPD) program for implementers of adult education program. Consequently, implementers of the program can get first-hand information on the policy documents on one hand and they can also upgrade their profession on the other hand.

Effectiveness of Continuous Professional Development Teachers-Training Programmes: From Trainee Teachers' Perspectives

This study seeks to determine the effectiveness of continuous professional development (CPD) programs from trainee teachers' perspectives in the Malakand division. The researchers used a quantitative research approach to test hypotheses. A self-constructed questionnaire based on the opinion of trainee teachers was administered before and after the intervention (CPD). Data were collected from 266 trainee teachers in training centers in three districts of the Malakand division. The results revealed significant differences in the opinion of trainee teachers regarding content knowledge, instructional roles, ethics and professionalism, classroom management skills, and pedagogical knowledge. They perceived that after the training a significant increase took place in their perceptions regarding five constructs. The study recommended that trainee teachers as well as in-service teachers be provided ample chances to enhance their content, pedagogical, and content pedagogical skills. The government must provide a handsome amount for the conduction of CPD for teachers to equip them with modern teaching methods and skills.