Educational Qualifications Research Articles

Participation in formal adult education and family life—a gendered story

Abstract Previous literature on adult education (AE) has focused on various aspects of social inequalities, and although many acknowledge the critical role of gender, the mechanisms influencing gender differences in participation are rarely to the fore. Specifically, women report family responsibilities as the main reason for not enrolling in AE. This article examines whether family responsibilities, measured as the age and number of children, act as motivators or barriers to formal AE participation differently among men and women with varying time and monetary resources, that is, partnership status and relative income, in two societies with high formal AE enrolment rates; Finland and Great Britain. The results from Finnish registers and Understanding Society for 1998–2019 demonstrate clearly that family responsibilities related to having young children in the household restrict women from participating in formal AE to a greater extent than men in both countries. Further, while Finnish society enables individuals who traditionally have fewer resources to attend formal AE, that is, single parents and larger families, in Britain, formal AE is mainly taken up by individuals without children or those in stable family situations. The results highlight the importance of institutions in providing equal access to further educational qualifications.

The impact of service quality on citizen engagement in e-government

The purpose of this study is to examine how service quality affects citizens' participation in e-government. A descriptive approach was used, focusing on all citizens of the Hashemite Kingdom of Jordan. The study sample included 415 participants, chosen through random sampling. A questionnaire was developed to assess different aspects of service quality. The results showed that the impact of service quality on citizens' participation in e-government was moderate. The "ease of use" dimension received the highest score, while "responsiveness and communication" scored the lowest. There were no statistically significant differences in the ease of use dimension, but significant differences were found for the gender variable in the dimensions of efficiency, reliability, responsiveness, communication, and the overall tool, with women scoring higher. No statistically significant differences were found for age or educational qualifications across any of the dimensions studied.

Job Involvement among ICDS Scheme Functionaries in India: Assessing Extension Needs for Enhanced Performance

Job involvement is psychological identification with one’s work as well as degree to which the job situation is central to person and his identity. Human behavior plays a pivotal role in maximizing organizational effectiveness irrespective of the technological support and their involvement in their job is critical for successful achievement of its objectives. ICDS (Integrated Child Development Services) is a comprehensive scheme of Govt. of India enriches human resource and tackles malnutrition and health problems in children below six years of age and their mothers. The services to the beneficiaries, who are pregnant women, Lactating Mothers, children under 5 years, adolescents and adult women, are provided at Centre called as Anganwadi. The grass-root level functionaries at the center are called Anganwadi workers (AWW) who executes ICDS scheme as per the Government guidelines to raise the level of health and nutrition, create proper mental, physical and social development of children below six years; to reduce mortality and malnutrition and dropouts. Since job involvement contributes to overall availability of human resource, the success of the ICDS programme extents to effective and successful working of AWWs. The study was conducted to know the job- involvement of AWWs and AWHs – the grass-root functionaries of ICDS scheme. The conducted in one of the blocks of Faizabad District situated in Eastern part of Uttar Pradesh state. One hundred AWWs were randomly selected from 182 AWWs in the block and administered interview schedule and standardized Job Involvement scale by Dr. A.P Singh. The data collected revealed that AWWs were highly involved (47%), moderately involved (37%) and rest (16%) had low involvement. Analysis further found that job involvement and income of the workers; educational qualification and work experience are significantly dependent.

The Level of Family Compatibility in Irbid County, Jordan, During the Coronavirus Pandemic

Objective: To assess the level of family compatibility during the COVID-19 pandemic in the city of Irbid, Jordan. Methods: A descriptive-correlational approach was employed. The study population included all residents of Irbid County in 2021, estimated to be 856,200 individuals from 175,035 families. The study sample comprised 1000 participants, including 500 males and 500 females. A questionnaire was distributed through social media platforms to collect data, and a family compatibility scale during the COVID-19 pandemic was used to achieve the research objective. The collected data were analyzed using the Statistical Package for Social Sciences (SPSS). Results: The study's findings indicated that (1) the level of family compatibility among the respondents was at a low level, reflecting a negative impact of the COVID-19 pandemic on family compatibility. (2) The higher the number of children, the lower the family compatibility. (3) There is no statistically significant effect of educational qualification and gender variables on family compatibility. (4) There is an effect of the age variable: the older the person, the higher the level of family compatibility. Conclusion: The COVID-19 pandemic has had a significant adverse effect on family compatibility, not only in Jordan but also globally. Therefore, the study recommends that social policymakers prioritize this issue, and researchers should investigate other aspects of family compatibility.

Exploring the experience of participants in a pilot scheme to recognise teaching excellence in healthcare: A mixed methods approach.

BackgroundWithin healthcare settings, practice-based healthcare professionals are expected to teach, supervise, assess and/or support learners in their respective disciplines. Ongoing development opportunities focusing specifically on teaching skills and support of students are varied and there are no mandatory requirements for practice-based healthcare professionals to develop formal teaching qualifications, despite their direct involvement with learners. ObjectiveTo explore the experience of participants in a pilot scheme to recognise teaching excellence in healthcare. DesignA mixed methods approach was used. Setting(s)One inner-city integrated health care system in the UK. ParticipantsThis study involved eleven participants in total: seven applicants who successfully completed the award and four mentors who supported them throughout the application process. Mentors were all Advance HE Fellowship holders employed within one National Health Service (NHS) organisation and one Higher Education Institution situated within the Northwest of England. MethodsData collection methods included an online anonymised survey followed by individual semi- structured interviews. Quantitative data were analysed descriptively, and qualitative data were analysed using framework analysis principles. ResultsThe findings indicated that participants (applicants and mentors) found the overall experience positive and rewarding. The main positive aspects of taking part were:I. Increased confidence and sharing of teaching experienceII. Increased reflection and use of pedagogyIII. Formation of a teaching community of practiceIV. Perceived teaching career progression opportunitiesThe application process appeared to act as a catalyst towards re-engagement with underpinning pedagogy when considering the suitability and utility of effective teaching approaches for learners in practice. It also helped to promote a teaching community of practice where mentors were able to ‘pay forward’ and support practice colleagues to be recognised for their teaching roles.The main challenges were the competing demands on applicants’ time and the self-directed approach required to complete the award application. ConclusionGaining recognition of teaching excellence through an award scheme such as Advance HE Fellowship can foster a sense of empowerment, recognition and reward for educators who work with learners undertaking Higher Education Programmes, irrespective of the setting where teaching and learning takes place. However, without wider organisation support and resources, the benefits of such schemes can be diminished. RegistrationN/A Tweetable abstractWith institutional support, Advance HE Fellowships offer accessible recognition for healthcare educator's commitment to teaching excellence @AdvanceHE @NHSE_WTE

Factors Associated With Meconium-Stained Amniotic Fluid Among Postdated Women In Kirkuk Province, Iraq

Background: Meconium-stained amniotic fluid (MSAF), also known as green-stained amniotic fluid, has long been associated with the risk of miscarriage. MSAF is becoming more prevalent as a woman gets older and reaches a peak of 15% around delivery time. Studies indicated that MSAF affects 7–9% of all term births. Objectives: The main aim of this study is to identify whether the prolongation of pregnancy beyond the expected date of delivery has negative effects on the health of both mothers and the neonate. To identify the risk factors related to meconium-stained amniotic fluid among postdated deliveries. Additionally, to identify the risk factors related to MSAF among postdated deliveries. Methodology: The study was carried out over six months in the hospitals in the Kirkuk province region of Iraq. The constructed questionnaire (Using the interviewing technique) was used for data collection. Statistical significance was defined as a P value of less than or equal to 0.05. Results: The study results reveal that the mean age is 28.36 ± 6.52. Concerning residence, most reported that they have been living in urban areas. Regarding the client's educational qualifications, more than half read and write. The gestational age for less than half is 37-40 weeks. Regarding the occurrence of MSAF, the study found a significant association between gestational age, educational qualifications of the mothers, and their residency. Conclusion: MSAF is among the risk factors that jeopardize the life of the mother and the baby during pregnancy and after delivery. The study revealed significant findings among some demographic data such as the mother's gestational age and the area of residency along with the women's educational qualifications with MSAF. The study recommended that extra attention and care be provided to the rural areas which have a crucial role in the prevention of such problems.

Molecular Detection of Malaria Co-Infections with Some Arboviruses in Pregnant Women Attending Ante-Natal in Hospitals within Bauchi State, Nigeria

Malaria and arboviruses are public health menaces, causing major morbidity in developing countries and are more severe in pregnancy leading to adverse effects which can lead to fetal and maternal death, hence, this study determined the prevalence of dengue, zika and malaria infections among pregnant women attending antenatal clinics in some hospitals within Bauchi Local Government Area, Bauchi State, Nigeria. One hundred and seventy-seven blood samples of pregnant women were collected and screened for malaria using the Rapid Diagnostic test kits, while the diagnosis for dengue and zika infections was done using real time Polymerase Chain Reaction (RT-qPCR). From the blood samples tested, 50 (28.25%) were positive for malaria, 1 (2.00%) sample was positive for dengue and dengue-malaria co-infection, however, no sample was positive for zika virus (0%). Malaria was recorded across all the age groups with a high statistical significance, dengue was prevalent between age 15-25years (2.35%) and 26-35years (1.35%) while dengue-malaria co-infection was only seen in age group 15-25years (1.18%). Pregnant women with fever and the trimesters were significantly associated with the prevalence of malaria (P<0.05 respectively); Educational qualification and occupation were significantly associated with dengue infections (P<0.05 for both) as well as dengue-malaria co-infection (P=0.05 for both), whereas history of miscarriages was only statistically associated with prevalence of dengue infections (P=0.02204). Despite the low prevalence of dengue virus among pregnant women in this study, the result of this study gives an overview of dengue, zika and malaria in Bauchi, thereby providing the first baseline data.

Dynamics of Productivity in Oman: An Ordered Logistic Regression

This study investigates the nuances of labor productivity in Oman, set against the backdrop of decreasing productivity trends in the Gulf Cooperation Council Countries (GCC) regions since the 1980s. Albeit Oman's strategic initiatives like Vision 2040 to counteract this decrease, several challenges persist. Applying Order logistic regression, this research analyzed cross-sectional data gathered from 301 respondents to understand the impact of myriad factors: work ethics, cultural differences, skills, will, education, gender, marital status, and experience on productivity. It emerged that the work ethics and cultural nuances in the Omani scenario are sparsely researched. The finding of this study emphasizes the profound role of work ethics, skills, will, and educational qualifications in shaping productivity, with gender not presenting as a significant influencer. These findings can guide policymakers, HR professionals, and employers in devising strategies that accentuate work ethics, skill development, and cultural integration. Hence, the research is constrained by its cross-sectional nature, potential overlooked factors, and its specificity to the Omani milieu. Future researchers should endeavor to bridge these gaps for a holistic understanding of labor productivity in varied contexts.

Enhancing the quality of educators for excellence in secondary education in Pariaman city: Policy analysis and quality feasibility

Along with decentralization and regional autonomy, the government encourages regions to develop sensitivity as stakeholders in education development. The government must strengthen its functions in education services, including setting national education policies, standards, performance-based quality control, and fostering coordination across government levels, education units, and society. This study aims to gather data on the policy direction for education implementation and the quality of educators in Pariaman City. Programs like teacher certification and improving education qualifications aim to enhance teacher quality, competence, and prestige, contributing to the improvement of Indonesia's education system. Teachers are encouraged to improve professionalism, teaching quality, and commitment to their profession, ensuring they feel valued and proud in their roles. As a result, there is a need for continuous program development and stakeholder support in Pariaman City, as well as in districts and municipalities, to enhance the quality of basic education, including systematic management of educators.

TURKISH REPUBLIC OF NORTH CYPRUS TURKISH COURSE TEACHING CURRICULUM AND REVIEW OF TURKISH COURSE BOOKS

Cyprus is one of the places in the world where the Turkish population is concentrated. Today the island is divided into two. Turkish is spoken on the Turkish Republic of Northern Cyprus (TRNC) side of Cyprus. Although TRNC has had close relations with Turkey for years and is connected to Turkey in many ways, it follows a different path from Turkey in terms of education. Contrary to popular belief, the curriculum and textbooks used in schools differ from those in Turkey. It is important to reveal the qualities of Turkish education carried out in TRNC secondary schools, to identify problems, to develop practical suggestions and thus to increase the efficiency of education and training activities in order for children living in TRNC to learn and preserve Turkish. tarting from this point, the aim of this research is to investigate the Turkish Course Curriculum and Turkish textbooks used in the Turkish Republic of Northern Cyprus. The research was limited to the seventh grade level only. The research is a qualitative research and the document analysis method was used to investigate the textbooks and curriculum. As a result of the research, it was determined what the content of the curriculum and seventh grade Turkish textbooks was, and finally, suggestions regarding Turkish textbooks and Turkish course curriculum were presented.

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

Teacher educational qualifications and the quality of teacher–student interactions in senior high school classrooms in Ghana: Could teacher self‐efficacy bridge the qualifications gap?

Training status in evidence-based practices among in-service special education teachers and its association with teaching in autism educational settings

The present study investigates the adequacy of training, perceived knowledge, and the frequency of use of evidence-based practices (EBPs) among in-service special education teachers and its association with their teaching practices in autism educational settings in Jordan. Additionally, it analyzes the influence of key variables, including gender, age, level of educational qualification, number of years teaching in special education, number of years teaching students with autism, number of students with autism in the classroom, and number of in-service professional development programs attended. Using an analytical descriptive approach utilizing survey-based research, a convenience sample of 121 teachers from seven specialized autism centers reported on their training adequacy, knowledge, and frequency of use of a set of 23 EBPs. The results showed that the adequacy of in-service training was higher than that of pre-service training. Moreover, there was a positive correlation between in-service training, teachers’ knowledge, and the use of EBPs. The number of in-service professional development training programs emerged as the only variable that significantly influenced the teachers’ responses regarding the adequacy of their in-service training. The multiple regression analysis revealed that in-service training programs and years of teaching students with autism were the only predictors of teachers’ knowledge and use of EBPs. The most reported EBPs were reinforcement, task analysis, and modeling, whereas the least reported were video modeling, social narratives, and functional communication. Further enhancements in teacher training in EBPs are needed to improve teacher training programs in Jordan.

Path Analysis of Vocational Education Cooperation and Development in the Greater Bay Area from the Perspective of the Qualifications Framework

Vocational education has an irreplaceable role in cultivating high-quality talents adapted to the needs of modern industries, promoting flexible employment in the labor market, and promoting the sustainable development of the regional economy. However, due to the differences in the education system, qualifications, and curriculum between regions, there are many problems in vocational education in the Greater Bay Area that need to be solved. Based on this, this paper analyzes in detail the functions and roles of the QF (qualifications framework) in vocational education, and by comparing and analyzing the characteristics and current situation of vocational education in each region, it provides several effective paths that are in line with the development of vocational education in the Greater Bay Area by constructing a highly efficient and synergistic system of vocational education and by promoting the development of regional economic integration.

Prevalence and factors associated with neck pain among research and development department staff in Bangladesh: a cross-sectional study

BackgroundNeck pain is the most common musculoskeletal complexity with a high prevalence, especially in adults and the elderly.ObjectivesThe objective of our study is to investigate the prevalence and associated factors of neck pain in research and development department staff in Bangladesh.MethodologyData were collected through questionnaire-assisted interviews to investigate the prevalence and related factors of neck pain among 384 R&D employees aged 18–55 years in Bangladesh. We performed regression analysis on neck pain and associated risk factors to uncover its sociodemographic and occupational correlates.ResultsThe neck pain prevalence was high in this investigation, which is 35.7%, and of these, 27.6% affected the general working ability of the employees. The results indicated that people aged 40 to above years were more significantly to have neck pain, with an OR of 6.148 (p = 0.046), and BMI results indicated that those who were underweight were slightly significantly to have pain (p < 0.001). Again, educational qualification especially HSC or diploma OR 15.600 (p = 0.020) and those who often work on the computer were more significantly to have neck pain, with OR 8.801 (p = 0.078).ConclusionsThis study showed that the prevalence of neck pain was high among R&D workers in private industry. In this investigation, several factors associated with neck pain were found through logistic regression evaluation. The results of this study indicated that age, BMI, educational qualification, and those who frequently worked on computers had higher neck pain.

Assessing the impact of teacher characteristics, learner methods, and self-guided learning on technology adoption in mathematics instruction

This study explores the complex interplay between teacher attributes, learner instructional approaches, and the integration of Information and Communication Technologies (ICTs) in mathematics education, highlighting their collective impact on educational outcomes. Through a comprehensive survey of 196 teachers and 315 learners, the research delves into the relationships between teacher experience, educational qualifications, and the frequency and manner of technology use in the classroom. The analysis reveals that younger educators and those possessing advanced academic credentials are more inclined to actively incorporate ICTs into their teaching practices, demonstrating a higher level of comfort and enthusiasm for leveraging these tools to enhance student learning. Conversely, the study finds that more experienced teachers, particularly those with lower qualifications, tend to utilize technology less frequently, possibly due to a preference for traditional teaching methods or a lack of confidence in their ability to effectively integrate new technologies. Additionally, the study investigates the strategies employed by learners, with a particular focus on web-based self-learning approaches, such as the use of online educational videos and interactive platforms. The data indicates a significant positive correlation between these strategies and improved academic performance in mathematics, suggesting that learner-centered approaches that emphasize self-directed, technology-mediated learning can lead to better educational outcomes. These findings underscore the critical importance of considering both teacher characteristics and learner-centered instructional methods when developing strategies for the effective integration of technology in mathematics education. By tailoring these strategies to meet the diverse needs and preferences of educators, while simultaneously promoting effective self-learning techniques among students, educational institutions can better harness the potential of ICTs to improve learning outcomes in mathematics and beyond.

Student composition, equity, and mathematics learning outcomes during a time of educational reforms in Ethiopia

ABSTRACT This paper assesses the extent to which the implementation of a complex educational reform in Ethiopia was associated with changes in mathematics test scores for Grade 4 pupils from 2012–13 to 2018–19. During this period, while mathematics teachers’ educational qualifications and teacher content knowledge in mathematics improved, students in 2018–19 achieved, on average, lower test scores in mathematics than those in 2012–13. However, they also showed, on average, greater progress in mathematics test scores. Progress in mathematics test scores over the school year was associated with teacher content knowledge, but the magnitude of this association was larger in 2018–19 and was especially important for weaker students. The key to reconciling these paradoxical findings is to recognise that the reforms that underpin these improvements in school quality may well be working in multiple ways, changing the composition of the student body who attend school as well as increasing the amount of learning that takes place in the classroom, particularly among disadvantaged students.

A study on the transformational leadership of madrasah principals from the perspective of educators and educational staff

This study aims to understand the perceptions of teachers and educational staff regarding the transformational leadership style of Madrasah Principals in Bengkulu Province, Indonesia. The study uses a descriptive research design with several variables: Madrasah level, position within the Madrasah, teacher expertise, educational qualifications, work experience, and gender. To achieve this goal, the researcher designed a questionnaire consisting of 6 indicators and 17 question items, distributed electronically at random from 03-02-2024 to 18-08-2024, with a total of 615 respondents. The results of the study indicate that the transformational leadership of Madrasah Principals in Bengkulu Province can be concluded as a leadership style that motivates teachers and educational staff, enabling them to grow and achieve optimal performance. The transformational leadership in these madrasahs is also characterized as charismatic, where subordinates place trust in their leaders. Additionally, the principals have successfully directed the staff to act in alignment with the shared goals. Furthermore, the principals have stimulated enthusiasm among subordinates for individual and group tasks, as well as addressing issues at hand. The madrasahs in Bengkulu Province have developed rapidly and have become a source of pride for the community. Madrasahs with transformational leadership are expected to maintain the quality of the institution, the vision and mission, and its flagship programs, thereby strengthening the quality of religious education for the younger generation.

Quality of transition services provided to students with intellectual disabilities in Saudi Arabia

ABSTRACT This study assesses the quality of transition services provided to students with intellectual disabilities in Saudi Arabia from the perspective of their teachers. To achieve the study's objectives, a questionnaire was designed consisting of 30 items distributed across six dimensions related to transition: transition planning, family participation, student participation, transition-focused curricula, social institution cooperation, and transition assessment. The questionnaire was completed by 95 teachers of students with intellectual disabilities. The findings showed that the level of quality achieved in the transition services provided to students with intellectual disabilities was generally very high, as the dimensions were arranged in descending order as follows: transition-focused curricula, student participation, family participation, transition assessment, transition planning, and social institution cooperation. The results also indicated that there were no statistically significant differences attributed to the gender variable, the educational qualification variable, or the years of experience variable.

Childbirth Doula Training and the Experiences of Those Who Train as a Childbirth Doula

Objective:The objective of this article was to gain a deeper understanding and insight into the training and characteristics of childbirth doulas on the maternity care team. The aim was to integrate knowledge obtained from two studies: an integrative review (IR) of doula education programs globally (Study 1) and the qualitative experiences of those training to become a doula (Study 2).Methods:For the IR (Study 1), the modified Whittemore and Knafl (2005) framework and Preferred Reporting Items for Systematic Review and Meta-Analysis guidelines were used. Five electronic databases were searched (CINAHL, ProQuest Education Databases, ERIC, MEDLINE, and Scopus) usingdoulaandeducation/trainingas key terms. Nineteen papers were included in the review. For the qualitative study (Study 2), semi-structured interviews with 10 student doulas were analyzed using inductive thematic analysis.Results:The results highlighted ambiguity around the education (review) and scope of practice (qualitative) of a childbirth doula. The review showed a variety in duration, content, learning, certificate/accreditation, and educator qualifications in doula training programs, globally. The variety in student doulas’ understanding of their role in the maternity care context emerged from the key themes: (a) what influenced the decision to become a doula, (b) personal attributes perceived as essential to be a doula, and (c) what constitutes the role of a childbirth doula.Conclusions:This article highlights a variability in doula training legislation and accreditation, as well as program content and length. This variation may be reflected in student doulas’ understanding of their role in the maternity context. A better understanding of doula training and a defined scope of practice can fill the current gap in continuity of care and improve communication within the maternity care health team.

Attitudes of faculty members in Palestinian universities toward employing artificial intelligence applications in higher education: opportunities and challenges

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study’s sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann–Whitney test, One Way ANOVA, and Kruskal-Walli’s test. The study’s results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in “supporting learning and teaching processes,” which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the “Benefits of AI applications in teaching and education,” in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential.