Continuous Professional Training Research Articles

Teachers' Pedagogic Competence in Strengthening Character Education of Students in Elementary Schools : Exploring Effective Strategies

This study aims to explore effective strategies for improving teachers' pedagogical competence to strengthen learners' character education at the primary school level. The research method used was a literature study with a qualitative approach. Primary and secondary data were obtained from books, documents, and journals that were of the same relevance as this research. After the data was obtained, the data analysis technique for this research used content analysis. The results of the study found that teachers must master educational technology to improve teaching effectiveness and student engagement. It involved using digital tools for assessment, teaching, and communication with students and parents. Teachers needed to develop 21st-century skills such as critical thinking, creativity, collaboration and communication. These skills were important to help students become individuals who are ready to face future challenges. Teachers should apply an adaptive pedagogical approach, tailoring teaching methods to students' individual needs, interests and abilities. It includes differentiated learning, formative assessment and the use of adaptive technology. Character education should be integrated in the curriculum by teaching universal and contextual values. A holistic approach, including project- and problem-based learning, is important to develop a strong student character relevant to modern challenges. Continuous professional training and development for teachers is key to ensuring they are up-to-date with best practices and innovations in education. This involves workshops, online courses, mentoring and collaboration within communities of practice. Modern assessment and reflection are important for monitoring student progress and evaluating teaching effectiveness. The use of formative and summative assessments, technology in assessment, and regular reflection by teachers and students can improve the quality of learning. Collaboration with parents, communities, educational institutions, government and non-profit organizations can strengthen character education and support teachers' pedagogical competencies.

Navigating the Digital Age: Empowering Kwara State University Administrators in Bridging the ICT Literacy Gap

This position paper explores the role of literacy skills, efficacy, and readiness among university administrators in Kwara State regarding the integration of Information and Communication Technology (ICT) for management functions. With the rapid advancement of technology, educational institutions are compelled to adapt to modern tools and practices for efficient management and administration. The study aims to assess the current status of literacy skills, efficacy levels, and preparedness of university administrators in Kwara State regarding the integration of ICT into various administrative tasks and functions. The research methodology involves a comprehensive survey among university administrators across various institutions in Kwara State. The findings will help educational policymakers and stakeholders develop targeted interventions and strategies to enhance capacity building, training programs, and infrastructure development initiatives. The paper also contributes to the existing body of knowledge on ICT integration in educational administration, particularly in the context of Nigerian universities. It highlights the importance of continuous professional development and training to ensure university administrators remain adept at utilizing ICT tools for effective management and decision-making. The paper advocates for targeted interventions, capacity-building initiatives, and infrastructure development efforts to enhance the ICT readiness of university administrators in Kwara State, contributing to the overall efficiency and effectiveness of higher education administration in the region.

Dataset collected to evaluate the impact of continuous professional development training on Rwandan upper primary and lower secondary mathematics and science teachers’ content knowledge and beliefs

Dataset collected to evaluate the impact of continuous professional development training on Rwandan upper primary and lower secondary mathematics and science teachers’ content knowledge and beliefs

Navigating the Digital Age: Empowering Kwara State University Administrators in Bridging the ICT Literacy Gap

This position paper explores the role of literacy skills, efficacy, and readiness among university administrators in Kwara State regarding the integration of Information and Communication Technology (ICT) for management functions. With the rapid advancement of technology, educational institutions are compelled to adapt to modern tools and practices for efficient management and administration. The study aims to assess the current status of literacy skills, efficacy levels, and preparedness of university administrators in Kwara State regarding the integration of ICT into various administrative tasks and functions. The research methodology involves a comprehensive survey among university administrators across various institutions in Kwara State. The findings will help educational policymakers and stakeholders develop targeted interventions and strategies to enhance capacity building, training programs, and infrastructure development initiatives. The paper also contributes to the existing body of knowledge on ICT integration in educational administration, particularly in the context of Nigerian universities. It highlights the importance of continuous professional development and training to ensure university administrators remain adept at utilizing ICT tools for effective management and decision-making. The paper advocates for targeted interventions, capacity-building initiatives, and infrastructure development efforts to enhance the ICT readiness of university administrators in Kwara State, contributing to the overall efficiency and effectiveness of higher education administration in the region.

Prevalence of Intestinal Parasitic Infections among Food Handlers from Greater Cairo, Egypt

Abstract Background Foodborne illnesses caused by intestinal parasitic infections (IPIs) are among the major health problems especially in developing countries. Food handlers play an important role in transmission of IPI during manufacturing, processing, handling, and serving of foodstuff. Objectives The aim of the present study was to determine the prevalence of IPIs among food handlers in Greater Cairo, Egypt and their associated risk factors. Methodology A cross sectional study was designed whereby 250 food handlers attending four provision health offices from different governorates of Greater Cairo were examined. The demographic data, job title and position, health certification as well as risk factors that might increase the transmission of IPIs were collected in a pre-designed questionnaire. Stool samples were collected from all participants and examined by direct wet/iodine mounts, formol diethyl acetate and modified Ziehl_Neelsen staining techniques. Results 65 food handlers (26%) were found to have IPIs. The commonest parasites detected were Entamoeba histolytica (24.6%), Entamoeba coli (20%), Blastocystis hominis (16.9%), Giardia intestinalis (12.3%), followed by Enterobius vermicularis (10.8 %), Ascaris lumbricoides (7.7 %) and Schistosoma mansoni (3.1%). Higher, statistically significant (P < 0.001), prevalence of IPIs was found among food handlers from rural areas, having low educational levels, not having previous health certificates and among those working in popular restaurants and those having poor personal hand hygienic measures. While no differences in prevalence of IPIs was found regarding age, sex, and work experience duration. Conclusion It was concluded that implementation of governmental policies ensuring routine medical checkup and continuous professional training and education of food handlers are essential for prevention of IPIs among food handlers.

Climate change adaptation in Malta: assessment of skills in the built environment

Purpose The construction industry is one of the major contributors of greenhouse gas emissions (UNEP, 2022), but it provides numerous valuable opportunities to contribute to the reduction of greenhouse gas emissions (IPPC, 2023). Innovation within the industry and the adoption of sustainable practices are key to achieve this. This is possible with the contribution of highly knowledgeable professionals and skilled workers. However, different countries, including Malta are facing skill gaps and resource shortages. The purpose of this paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. The research focuses on the positionality of the professionals working in the sector as they operate within a legal framework guided through various policies, and through their role and responsibility, they are in contact with the other stakeholders in the sector. Design/methodology/approach The data generation strategy used in this study involved a pragmatic approach through a mixed method research methodology, namely, interviews, a questionnaire and a focus group discussion. The three tier scaffolding approach in the data generation strategy allowed for a progressive validation of the data generated. Findings The research indicates that the professionals in the sector are aware of their roles and responsibilities to address climate change in their practices, and they have the disposition to acknowledge the need of continuous professional training. Moreover, this study points out that the professionals in the built environment sector are concerned about other gaps within the industry and not solely by skill gaps. Their responsibility to address climate change through greener solutions is often hindered by fragmentation in the system including bureaucratic procedures, clients’ demands, lack of enforcement and general education of the need to address and adapt climate change among the general public. The professionals appeal for an overhaul in the “culture” of the construction industry through a comprehensive rather than a piecemeal approach. This research puts in the limelight the need of a comprehensive strategy to address skill gaps and mismatches in accordance with the need for climate change adaptation as the ultimate challenge rather than addressing different issues separately within the sector. Originality/value The paper is to define the existing skill gaps and mismatches in climate change adaptation in the built environment in Malta. By identifying these skill gaps and mismatches, it would be possible to devise an action plan to iron-out such hindrances as part of a broader climate action adaptation strategy.

Pengaruh Manajemen Kelas Inklusif terhadap Prestasi Belajar Siswa Sekolah Dasar

In the current educational context, the effectiveness of inclusive classroom management in improving student learning achievement in elementary schools has become an urgent topic for research. This study aims to analyze the influence of inclusive classroom management on student learning achievement, considering variables such as adaptive teaching strategies, support for the learning environment, and dynamics of student interaction. Using quantitative methods with a survey research design, this study involved a sample of 40 elementary school students from the city of Bima, selected through purposive sampling technique, considering the specific characteristics of the population studied. Data were collected using questionnaires and analyzed using descriptive statistics and linear regression tests to determine the impact of inclusive classroom management on learning achievement. The results show a significant positive effect of inclusive classroom management on student learning achievement, reaffirming the importance of adapting teaching strategies and creating a supportive learning environment in inclusive classrooms. This conclusion supports the argument that effective inclusive classroom management practices are essential for improving student learning outcomes. Based on these findings, this study recommends enhancing teacher capacity through continuous professional training in inclusive classroom management and the development of a more inclusive curriculum to support the learning success of all students.

The “Villas de Sesimbra” Aparthotel and The Importance of Training Low-Skilled Workers

This case study describes the complex process of qualifying accommodation employees at the “Villas de Sesimbra” aparthotel, in the context of an organizational change and the development of a prismatic structural configuration that favours leadership and management by teams, an organization who learns. This is, effectively, a case study of management and employee satisfaction based on the consolidation of the strategic “pillar”, par excellence, of People Management, constituted by “continuous and qualifying professional training, in practice” (Lopes, 2012), in relation to all 12-hotel staff (permanent and seasonal). By proceeding in this way, the hierarchical pyramid is considerably reduced, and may even nullify the tradition of maintaining indefinitely the organization of work based on low-skilled workers. As a result, it could evolve into project management. The qualification of these workers was assumed to be strategic by the administration, which also accepted a re-elaboration of the structure (from hierarchical centralization to evolving into a “prismatic” structure that would allow for success based on “project management”). Training would follow the “ANEFA” model, of on-the-job learning, according to the four skills considered as core (project - Saber+): (i) literacy (knowing more); (ii) citizenship (participation in business life); (iii) numeracy (mathematics for life); (iv) technology (judicious use of ICTs). The workers wrote their manual personalized work on the topic of “accommodation management”. Organizational reconversion increased management autonomy, with a dynamic focus on the events and company meetings market, while the effectiveness and productivity of accommodation workers increased, with them being hired as permanent workers and transferred to situation of multi-purpose employees, capable of serving tables and supporting breakfast services. Organizational change, developed as a function of resolving a single initial problem (Kotter, 1995; Weick and Quinn, 1999), in fact involved the entire structure and led it to a stage of organizational learning (Senge, 1990).

Factors associated with breastfeeding at birth in maternity hospitals linked to the Rede Cegonha, Brazil, 2016-2017

Breastfeeding (BF) is a human right, and it must start from birth. The adequacy of Rede Cegonha (RC) strategies can contribute to the promotion of BF. The objective was to identify factors associated with BF in the first and 24 hours of live births at full-term maternity hospitals linked to CR. Cross-sectional study with data from the second evaluation cycle 2016-2017 of the RC that covered all of Brazil. Odds ratios were obtained through binary logistic regression according to a hierarchical model, with 95% confidence intervals and p-value < 0.01. The prevalence of BF in the first hour was 31% and in the 24 hours 96.6%. The chances of BF in the first hour increased: presence of a companion during hospitalization, skin-to-skin contact, vaginal delivery, delivery assistance by a nurse and accreditation of the unit in the Baby-Friendly Hospital Initiative. Similar results at 24 hours, and association with maternal age below 20 years. BF in the first hour was less satisfactory than in the 24 hours, probably due to the high prevalence of cesarean sections, a factor associated with a lower chance of early BF. Continuous training of professionals about BF and the presence of an obstetric nurse during childbirth are recommended to expand BF in the first hour.

Strengthening the professional training of staff in EU higher education

The article reveals the most relevant and important for developing world societies to the professional training of personnel in the EU countries in the educational space. The methodological principles of the research are leading provisions of the theory of scientific knowledge; general scientific principles of historicism, systematicity, and scientificity; conceptual provisions of pedagogical, psychological, and sociological sciences; ideas of comparative research experience; and philosophical and pedagogical ideas of the development of modern education. The principles on which the reform of higher education is based are described and the main trends of the structure of world higher education are clarified. The significance of developing educational information networks in the professional training of personnel in the educational space of higher education institutions in the EU countries is shown. The main tasks of the organization of educational institutions in the world's countries are highlighted. The conducted experimental research is aimed at researching: the effectiveness of professional training of personnel in the educational space; determination of suitability for employment in EU countries; and effectiveness of continuous professional training at the workplace in EU countries. The conclusions summarize ways of professional training of personnel in the EU countries in the educational space of universities.

Challenges and future trends of forensic toxicology to keep a cut above the rest.

Forensic toxicology faces several challenges in research and daily practice, including new drugs and futuristic technologies requiring innovative testing methods and continuous education and training of professionals. One of the most pressing issues in recent years is the emergence of novel psychoactive substances, often created by modifying the chemical structure of existing drugs to produce compounds with similar effects that are not yet regulated and lack standardized references. To overcome this challenge, forensic toxicologists have employed a range of analytical methods, including qualitative and quantitative analysis using highly sensitive technologies such as liquid chromatography-mass spectrometry (LC-MS) and gas chromatography-mass spectrometry (GC-MS), which are the most reliable and accurate methods for detecting drugs in biological samples. Liquid chromatography coupled with tandem mass spectrometry (LC-MS-MS) is becoming the gold standard for detecting controlled substances, their derivatives and metabolites. Despite advancements in testing methods, challenges persist in forensic toxicology. As such, the field must invest in research and development to improve testing methods, utilize cutting-edge technologies, increase funding for training programs, and promote multidisciplinary interactions.

Perception of Behaviour Management Techniques for Paediatric Patients among Dental Officers

Introduction: Dental anxiety can be effectively managed by applying pharmacological and non-pharmacological behavioural management therapy approaches (BMT). This study investigated the dental officers’ perception of behaviour management techniques practiced in managing paediatric dental patients in primary dental clinics. Materials and methods: A quantitative study using structured online English questionnaires among dental officers serving in primary dental care services under the Ministry of Health Malaysia (MOH Malaysia) in Sabah. The acceptability of applied behaviour management techniques was measured using Likert scale from 0 to 10. Data was analysed using SPSS version 29 and descriptive data was presented. Results: Seventy-four dental officers involved in this study (Male= 14, Female= 60). Positive verbal reinforcement, tell-show-do, and offering an exact explanation of what the findings indicate are the most widely accepted behaviour management strategies (BMT), with mean scores of 9.5, 9.1, and 8.7, respectively. The least accepted BMT among dental officers in Sabah are immobilisation with a papoose board, preventing the child from speaking during treatment, and hand over mouth (HOM), with mean scores of 4.6, 3.6, and 3.2, respectively. Conclusion: The study concludes that the most recognized BMT is positive reinforcement technique regardless of age, experience and gender. This finding provides information in the development of modules for continuous professional development training among dental officers in the Ministry of Health Malaysia.

English as a Foreign Language (EFL) Teachers’ Perceptions and Practices of Pedagogical Content Knowledge (PCK) in Teaching Reading Skills in Secondary Schools

Improving teacher quality, a pressing concern in modern education and improving instructional quality is becoming crucial particularly in the realm of foreign or second language learners. The purpose of this study was to investigate secondary school English as Foreign Language teachers’ general perceptions and practices of pedagogical content knowledge in the teaching of reading skills to grade nine students. The researchers used a descriptive survey design by generating quantitative data from English as Foreign Language teachers’ questionnaires and observation checklists as data collection tools. In total, 35 English as Foreign Language teachers participated in filling out the self-report questionnaire. To get insight into the implementation of pedagogical content knowledge, four English as Foreign Language teachers’ classroom practices were observed using a structured observation checklist and field notes during one academic semester in 2021. SPSS (IBM version 24) was used to analyse the data. Findings showed that English as Foreign Language teachers’ perceptions of pedagogical content knowledge seems to be slightly above average. The relationship between English as Foreign Language teachers’ general perception and pedagogical content knowledge implementation in the classroom had a moderately high positive relationship (r =0.67) between them. The results from the observation checklists revealed that teachers lack basic competence in pedagogical content knowledge implementation in teaching reading skills. To fill this gap, continuous professional development training schemes should be arranged for English as Foreign Language teachers.

The Need for Innovation in Financial Education: A Study of Household Indebtedness in Peru

Purpose: The main objective of the text is to explore and determine the impact of financial education on the indebtedness of Peruvian households. Theoretical framework: As for the theoretical framework, reference is made to several previous theories and studies, such as Kahneman and Tversky's prospect theory, Modigliani and Brumberg's life-cycle theory, and Friedman's permanent income hypothesis, among others, to support the importance of financial literacy and financial decision-making under conditions of uncertainty and expectations of future income. Design/Methodology/Approach: To address this objective, a quantitative, applied, and non-experimental methodology was used, with a cross-sectional design and a descriptive-correlational approach, surveying 300 Peruvian households. Results: The results revealed that 68% of the participants have a regular level of financial knowledge and 60% have a regular level of household indebtedness. In addition, a significant positive correlation of 0.891 was found between financial literacy and household indebtedness. Practical and social implications: The practical and social implications of the study are notable, highlighting the need to improve financial education, given the prevalence of fair and low financial knowledge and skills among participants. The implementation of financial education programs from an early age and in communities especially vulnerable to financial instability is proposed. In addition, the creation of a certification program for financial educators and the continuous training of financial sector professionals is suggested. Originality/value: In terms of originality and value, the proposals address various areas, such as academic, professional, social, political, economic, and strategic. The idea of seeding financial education from the early years of education and exploring the effectiveness of various financial education strategies is proposed. In addition, the creation of funds for financial innovation and the promotion of fintech companies is proposed, as well as the strategic implementation of partnerships with international organizations, NGOs, and the private sector. It is also suggested to use technology and digital platforms to expand the reach of financial education programs.

Effectiveness of the continuous professional development training on upper primary mathematics and science and elementary technology teachers’ Pedagogical Content Knowledge in Rwanda

This research aimed to determine the influence of Continuous Professional Development (CPD) training offered by Rwanda Quality Basic education for Capital Human Development Project (RQBEHCD) sub-component 1.2 on upper primary teachers’ Pedagogical Content Knowledge (PCK) in mathematics and science, and elementary technology (SET) subjects. The study adopted an explanatory sequential design to collect and analyze data. Quantitative data were collected from Mathematics and SET achievement tests while qualitative data were collected from semi-structured interview. Quantitative data were collected from 290 participants including 166 male and 124 female teachers. On the other side, the qualitative data were collected from 20 teachers including 12 males and 8 females selected randomly. Descriptive and inferential statistics (repeated measures Analysis of Variance were used to analyze quantitative data while interpretive and thematic analysis were used to analyze qualitative data. The results found high statistical significance in mean scores of mathematics teachers between pre and post-test, with a p < 0.001, medium learning gain of 0.37, and an effect size of 0.450. However, there were no significant differences found between male and female teachers (p > 0.05). Likewise, SET teacher's results showed a significant difference in mean score between pre and post-test with p < 0.01, learning gain of 0.20, and effect size of 0.432 but no significant difference was found between male and female teachers (p > 0.05). In addition, the qualitative results indicated that the CPD program enhanced engagement, interest, confidence, and self-efficacy in teaching Mathematics and Science. Thus, we recommended that the CPD program should be done nationwide to maintain teachers’ PCK in mathematics and science.

Continuous training of teachers from the perspective of inclusive education at the European level: models and particulars

The continuing professional training of teaching staff is an essential process in the field of education, with a direct impact on the quality of education. The article presents some models of continuous professional training of teachers belonging to the educational systems of Italy, Spain, Great Britain, Denmark and Germany. In these countries, major changes occurred in the field of inclusive education, which led to the reorganization of teacher training systems. The present study includes information on the decision factors that determine the training needs and training plans for teachers, the benefits offered to teachers who participate in training courses, as well as measures to facilitate teachers’ participation in the courses.

Emotional experiences in palliative care and professional quality of life: a qualitative approach.

To explore the experiences that significantly impact the professional quality of life of people providing palliative care (PC) in Ecuador. Observational cross-sectional qualitative research. In September 2022, 10 focus groups were carried out in four cities in Ecuador; each group lasted from 1 to 2 h, was audio recorded, and transcribed verbatim. Recruitment was conducted through convenience sampling, and a total of 71 individuals (15 students, 50 professionals, and 6 volunteers) linked to PC participated. Content analysis with a phenomenological and inductive approach was used to analyze the data. People recognized their experiences in PC as having positive and negative impacts on their professional quality of life. Experiences were mapped as affecting them at individual, relational, and contextual levels. These experiences included personal growth, opportunity to provide care, teamwork, death-related issues, inability to deal with work-related stress, social acceptance of PC, and dealing with inefficient health systems, among others. Despite the positive emotions that arise with caring for others, individuals working and volunteering in PC experience situations that influence their professional quality of life. Addressing these factors to increase satisfaction and ease the burden of PC work is essential. Undergraduate education, continuous professional training, and PC teams should incorporate actions to address these factors at all levels, such as teaching coping skills, fostering social support, and increasing awareness of PC.

Knowledge of female genital cutting among health and social care professionals in Francophone Belgium: A cross-sectional survey.

The provision of optimal, equitable and gender-sensitive health-care to women and girls with FGM/C is challenging. Research indicates that health-professionals in receiving countries lack knowledge, confidence and competence in managing FGM/C. In order to develop policies that are suitable to the wide heterogeneity of women from FGM/C practising groups, it is paramount to identify what appropriate care might consist of and what are the knowledge gaps of health and social-care providers. The study-objective was to gain an understanding of the knowledge and practices of professionals working in the area of health in Francophone Belgium where no previous KAP has been done. An anonymous questionnaire with 24 questions was developed targeting healthcare and social-care professionals. The questionnaire was distributed between 6 May and 30 August 2021 via professional organisations for midwifery, social work, GPs, infectious disease specialists, paediatricians and gynaecologists. The results are presented as frequencies, differences in proportions between groups were tested with Pearson's Chi-square, when applicable. Correlations were tested by the Pearson correlation coefficient. The threshold of statistical significance is 5%. Four-hundred-and-sixty individuals filled in the questionnaire of which 42% were medical-doctors, 6% nurses, 27% midwives and 25% non-medical professionals (social-workers and psychologists). 55% of non-medical professionals had provided support for women with FGM/C. Almost 40% of health-professionals knew that there were 4 types of FGM and were able to correctly describe them, 15% were unable to correctly describe any of the 4 types. Those who had already provided care for women with FGM/C were more numerous to know that there were 4 types (52%). Two health-professionals had received requests to perform FGM/C. Twenty-seven midwives and medical-doctors had received requests for re-infibulation. Growing numbers of health and social-care professionals are providing care for women with FGM/C. However, knowledge of FGM/C is suboptimal. Continuous professional training is crucial.

Enhancing National Cohesion through Cultural Diversity in African Education Context

Africans and the world at large share common values of humanity. Lessons learnt from the recent COVID 19 pandemic, electoral differences in Kenya ongoing war in Ukraine and natural disasters like drought show that people in the world share such problems as one person. Education has have been used to reach mankind before and after these experiences. The weight of social pandemics, economical and psychological feelings among Kenyans and other Africans call for national cohesion and healing. Cohesion has been misconstrued with democracy, cultural diversity and human rights in Kenya and other African countries. Along the same vein educational curriculum has been blamed and teachers held to task on failing to address cultural diversity and cohesion in schools. The practicability of such a curriculum still hangs on the socio-economic balances of many African counties. This paper attempts to address National Cohesion in the higher Education context using cultural diversity as a tool for strengthening school governance, community partnership. The paper also attempts to identify Challenges and workable solutions of enhancing national cohesion. The paper concludes by observing lessons learnt in social skills and national cohesion in different forums. The paper recommends in-depth studies on social skill education and pedagogy, Continuous training of African professionals on social change and improvement of education and community partnership campaigns on cohesion.

Teachers’ engagement in online continuous professional training programs in Morocco

Teachers’ engagement in online continuous professional training programs in Morocco