Provision Of Education Research Articles

‘More than a just a physical condition’ – recognising the educational and emotional needs of children and young adults with duchenne muscular dystrophy

ABSTRACT Advances in medical care have seen children and young people with rare and life shortening conditions, living longer. This is the case for those living with Duchenne Muscular Dystrophy, whose life expectancy has doubled over the last few decades from around 20 to 40 years. Improving care has tended to focus on the physical aspects of the condition, rather than on wider psycho-social needs, such as social, cultural, psychological, educational, and emotional needs. Individuals with DMD are likely to have higher rates of neurodivergence and mental health diagnoses, and this, coupled with increased life expectancy, requires an urgent focus on how schools and colleges support the non-physical needs of pupils with DMD. We discuss existing research on DMD and education, before reporting findings from a small-scale mixed-methods study that explored parents views of their children’s experiences in education and that of two adults living with DMD. The findings revealed three main themes: lack of understanding of non-physical needs; lack of support and under-resourced systems; and strategies that work – a hopeful approach. We conclude that established educational and emotional aspects of DMD are often unacknowledged in schools and that ableism and societal assumptions about lifespan can affect education provision.

Addressing the role of technology in internationalization at a distance: Voices of students' in international distance learning from Ghana—sub‐Saharan Africa

AbstractThe past two decades have witnessed a surge of distance learning in higher education across the world. Scholars have argued that this is due to the increasing use and recognition of technologies to act as a means, channel and source for internationalization of knowledge. Further, internationalization at a distance (IaD) has seen a rapid increase in universities in Ghana, sub‐Saharan Africa, due to increased use of digital technologies and high demand for foreign education. Yet, there remains limited research about the role of technologies in facilitating and mediating IaD in countries in sub‐Saharan Africa. Moreover, few studies have explored students' experiences in IaD regarding prospects and challenges in Ghana, sub‐Saharan Africa. Therefore, the purpose of this research is to explore students' experiences and voices regarding the role of technologies in facilitating and mediating distance learning including students' critical reflections on the technological shift of IaD in higher education (including the COVID‐19 pandemic period) in Ghana. Data were collected following a qualitative research design via an in‐depth semistructured interview of 28 students (16 females and 12 males) enrolled in IaD learning program in three foreign universities (two in the United Kingdom and one in the United States). Data analyses were done via a constant comparative approach. Findings showed that students experienced enhanced quality of learning through the varied use of technologies such as Zoom, Team and Google Hangouts. However, students faced challenges such as unequal access to technologies, intermittent Internet connections/outages, high cost of tuition and lack of social and teaching engagement. These findings in many ways contribute to a new understanding and knowledge building of students' experiences and challenges of IaD in sub‐Saharan Africa. Practitioner notesWhat is already known about this topic? The number of students in internationalization at a distance (IaD) education programs is increasing alongside the development of digital technologies and the expansion of digital infrastructure. Increasing demands for higher education in sub‐Saharan Africa have led to an increase in the number of students from Ghana in IaD. What this paper adds? Ghanaian students in IaD benefited from the use of various digital technologies, improving their engagement and facilitating the acquisition of digital skills. They faced barriers in accessing digital technologies and Internet connectivity. Implications for practice and/or policy Pretraining programs and workshops to enhance students' digital skills before starting distance education could be beneficial for Global South students in IaD. Education provider should support the access to digital technologies and Internet connectivity of Global South students in IaD.

Future Prospects of Large Language Models: Enabling Natural Language Processing in Educational Robotics

Large language models (LLMs) have recently shown considerable promise in educational robotics by offering generic knowledge necessary in situations when prior programming is not possible. In general, mobile education robots cannot perform tasks like navigation or localization unless they have a working knowledge of maps. In this letter, we tackle the issue of making LLMs more applicable in the field of mobile education robots by helping them to understand Space Graph, a text-based map description. This study, which focuses on LLMs, is divided into several sections. It explores basic natural language processing (NLP) techniques and highlights how they can help create smooth education discussions. Examining the development of LLMs inside NLP systems, the paper explores the benefits and implementation issues of important models utilized in the education sector. Applications useful in educational discussions are described in depth, ranging from patient-focused tools like diagnosis and treatment recommendations to systems that support education providers. We provide thorough instructions and real-world examples for quick engineering, making LLM-based educational robotics solutions more accessible to novices. We demonstrate how LLM-guided upgrades can be easily included in education robotics applications using tutorial-level examples and structured prompt creation. This survey provides a thorough review and helpful advice for leveraging language models in automation development, acting as a road map for researchers navigating the rapidly changing field of LLM-driven educational robotics.

The Relationship Between Breastfeeding, Nutritional Status, and Exclusive Breastfeeding History with Stunting

Introduction: Stunting remains a nutritional problem facing Indonesia. The nutritional intake of breastfeeding mothers is closely linked to the production of breast milk, which is also a key factor in ensuring the adequate nourishment of infants and toddlers. Objective: The research aims to determine the relationship between the nutritional status of breastfeeding mothers, the history of exclusive breastfeeding, and the incidence of stunting in infants under five in Cikunir Village. Method: The type of research used is quantitative with analytical methods which aims to determine the relationship between the nutritional status of breastfeeding mothers, the history of exclusive breastfeeding, and the incidence of stunting in babies under five. The population is mothers who have babies aged 6-24 months in Cikunir Village, the sampling technique used purposive samples, samples were 52, the data presentation method was in tabular form, the analysis used descriptive and analytical analysis, the instrument used a questionnaire consisting of questions regarding the nutritional status of breastfeeding mothers, factors which affect nutritional status, history of exclusive breastfeeding, incidence of stunting. Result: The results of the statistical test on the relationship between the nutritional status of breastfeeding mothers and the incidence of stunting obtained a p-value of 0.307, so that 0.307 > alpha (0.05), while the results of the statistical test of the relationship between exclusive breastfeeding and the incidence of stunting obtained a p-value of 0.020 so that it was 0.020 < alpha. (0.05). Conclusion: There is no relationship between the nutritional status of breastfeeding and the incidence of stunting, and there is a relationship between exclusive breastfeeding and the incidence of stunting. The researcher postulates that if the nutritional status during pregnancy and breastfeeding is normal, yet the mother is ignorant, unable, or unwilling to obtain information about the nutrition that must be met during this period, this will result in stunting of the child. The prevention of stunting should commence with the provision of education and integrated services for pregnant women and mothers with children up to the age of two.

‘COVID sucked the soul out of all things decent’:

The COVID-19 restrictions had a significant impact on higher education in the UK, with the majority of teaching moving to online delivery. We conducted semi-structured interviews with 16 students who were studying at universities across the United Kingdom in order to explore student experiences of digital teaching in the wider context of the COVID-19 pandemic restrictions. Thematic analysis was used to analyse the results. Two key themes with associated themes were identified. The first theme explored students’ experiences of the move to e-learning, the support that was offered, and the perceived impact on their academic performance. The second theme explored the wider impact on students, in relation to opportunities for work experience, social relationships, future prospects, and mental health. The results illustrated that the sudden move to online learning left many students feeling disengaged from their learning; worried about their future prospects, socially isolated and experiencing poorer mental health. Implications for the provision of online education are discussed

There is no place for Tobacco Industry sponsorship in Continuing Professional Development

Continuing Professional Development (CPD) plays a key role in ensuring that health professionals maintain competence in their professional roles. The delivery of CPD requires provision of education and information that is independent of vested interests. Recent efforts by the Tobacco Industry to move into provision and sponsorship of CPD for doctors represents an ethical challenge and potentially contravenes South Africa’s obligations under the Framework Convention on Tobacco Control. The College of Medicine of South Africa (CMSA) has taken the position that there is no place for tobacco company sponsorship of CPD activities in light of its mandate to promote the highest degree of skill and efficiency in medical and dental practice and to advance the highest ethical standards and professional conduct in the profession. This position is in line with the CMSA’s position on sponsorship of its own CPD activities and we urge other health institutions to adopt a similar approach. The Health Professions Council of South Africa (HPCSA) should issue guidelines to CPD accreditors to exclude tobacco company-sponsored activities from HPCSA-accredited CPD. This is particularly important at this point while South Africa’s parliament is considering further legislation to control tobacco-related harms.

Further analysis of determinants of Pentavalent and Measles immunizations dropouts among children under five years of age in Ethiopia from Mini-EDHS 2019

BackgroundGlobally, immunization prevents an estimated 2–3 million deaths from illnesses that can be prevented by vaccination. The predictors of Pentavalent and Measles immunization dropout were not investigated sufficiently. Therefore, this analysis was meant to determine the coverage, burden, and predictors of Pentavalent and Measles immunizations in Ethiopia.Materials and methodsThis study was a further analysis of the Mini Ethiopian Demographic Health Survey (EDHS) 2019, conducted with a nationally representative sample. In this study, immunization data was collected from a total sample of 3208 children of which 2004 (34.8%) children who received pentavalent 1 were considered for this study. Univariable, bi-variable, and multilevel mixed effect analysis was done using STATA version 17 Software. The mixed-effect model with the lowest AIC and BIC (information criteria) was chosen. A factor was designated as a significant predictor of immunization dropout if its p-value was less than 0.05 at 95% CI. The best-fitting model among the fitted models was ultimately chosen using the Akaike and Bayesian Information Criteria (AIC and BIC).ResultThe mean age of the head of the household was 37.6. The majority (68.9%) of the residents were from rural areas and of the total population, 64.9% have no formal education. Being residents of Afar increased the odds of dropping out by 3.28 (AOR = 3.28; 95% CI: 1.12, 9.56), whereas being residents of Addis Ababa reduced their odds of dropping out from prentavalent 3 by 68.1% (AOR = 0.319; 95% CI: 0.122, 0.833) compared to their Tigray counterparts. The dropout rate of Pentavalent 1 to measles 1 vaccination was 4.33 times higher among residents of Afar (AOR = 4.33; 95% CI: 1.38, 13.56). As the level of wealth increases, the quintile increases from poorer to richer compared to those in the poorest wealth quantile category, and marital status also affects the immunization dropout rate of their children.ConclusionsImmunization coverage of Ethiopian children was low and the dropout from pentavalent 1 and measles vaccination was high compared to the national and international targets to improve immunization coverage and reduce dropout. So different cost-effective interventions like Education provision for the community, decision-making facilitation, behavioral change support, and multi-system participation were required to increase vaccination coverage and reduce the vaccine dropout among children in Ethiopia.

The American Society of Radiologic Technologists (ASRT) AI educator survey: A cross-sectional study to explore knowledge, experience, and use of AI within education

IntroductionArtificial Intelligence (AI) is revolutionizing medical imaging and radiation therapy. AI-powered applications are being deployed to aid Medical Radiation Technologists (MRTs) in clinical workflows, decision-making, dose optimisation, and a wide range of other tasks. Exploring the levels of AI education provided across the United States is crucial to prepare future graduates to deliver the digital future. This study aims to assess educators’ levels of AI knowledge, the current state of AI educational provisions, the perceived challenges around AI education, and important factors for future advancements. MethodsAn online survey was electronically administered to all radiologic technologists in the American Society of Radiologic Technologists (ASRT) database who indicated that they had an educator role in the United States. This was distributed through the membership of the ASRT, from February to April 2023. All quantitative data was analysed using frequency and descriptive statistics. The survey's open-ended questions were analysed using a conceptual content analysis approach. ResultsOut of 5,066 educators in the ASRT database, 373 valid responses were received, resulting in a response rate of 7.4%. Despite 84.5% of educators expressing the importance of teaching AI, 23.7% currently included AI in academic curricula. Of the 76.3% that did not include AI in their curricula, lack of AI knowledge among educators was the top reason for not integrating AI in education (59.1%). Similarly, AI-enabled tools were utilised by only 11.1% of the programs to assist teaching. The levels of trust in AI varied among educators. ConclusionThe study found that although US educators of MRTs have a good baseline knowledge of general concepts regarding AI, they could improve on the teaching and use of AI in their curricula. AI training and guidance, adequate time to develop educational resources, and funding and support from higher education institutions were key priorities as highlighted by educators.

Analisis Transparansi dan Akuntabilitas Penggunaan Dana BOS (Studi Kasus di SMP Negeri 31 Maluku Tengah)

The School Operational Assistance Fund (BOS) is government assistance as an effort to provide quality and affordable education to all levels of society at no cost. To achieve this goal, schools as education providers and recipients of BOS funds must be able to use the principles of accountability and transparency in the management and accountability of financial reports. Using qualitative descriptive methods, research was conducted at SMP Negeri 31 Central Maluku with the aim of finding out how BOS funds are managed and the implementation of accountability and transparency in financial reporting. Data collection was carried out using interviews, observation and documentation methods, while data analysis used data reduction techniques, data presentation and drawing conclusions. The results of the research show that the management of BOS funds at SMP Negeri 31 Central Maluku has been going well, as shown by the involvement of the BOS Fund management team, teachers and school committees starting from the planning, implementation and accountability stages which are in accordance with the technical instructions for the use of funds. BOSS. The implementation of the principles of accountability and management of BOS funds at SMP Negeri 31 Central Maluku has gone well. Accountability is carried out every quarter, then reporting transparency is shown by an information board regarding the actual use of BOS funds.

The Influence of Gerogi Animation Video Education (Toothbrushing Movement) on Toothbrushing Behavior in Class IV School Children at SD Negeri 3 Baktirasa South Lampung in 2024

The School Dental Health Program (UKGS) offers a practical solution to the dental health issues of children by offering instruction on motor skills, which includes the effective use of tooth brushing techniques. It is the objective of UKGS to enhance and preserve the dental and oral health of all students in schools by providing health education that involves health workers and dentists, as well as by educating students on the significance of maintaining dental and oral sanitation. The purpose of this investigation is to ascertain the impact of Gerogi Animation Video Education (Tooth Brushing Movement) on the tooth brushing behavior of Grade IV students at SD Negeri 3 Baktirasa, South Lampung in 2024. The quantitative method employed in this investigation is a pre-experimental design with a pretest-posttest sample size of one group. There were 54 students included in this investigation. For the Random Sampling technique, a sample of 48 students was selected from the population. After conducting statistical tests, it has been determined that the average value (mean) of children's capacity to brush their teeth was 8.40 prior to receiving health education and 11.21 subsequent to receiving health education. Bivariate analysis indicates that the provision of animated video education has a significant impact on the tooth hygiene behavior of grade IV students at SD Negeri 3 Baktirasa, South Lampung in 2024, with a p-value of 0.000. The findings of this investigation can be employed as a source of information to demonstrate that educational videos on dental brushing have an impact on the toothbrushing behavior of children and to broaden the selection of educational media in health education for elementary school children. It is anticipated that the UKS in schools will be able to deliver health education through the use of animated videos, which will be more engaging and simpler for students to comprehend.

Achieving Accountability and Quality Education through Assessments: A Comprehensive Exploration of Assessment Practices in Zambia

This paper explores the role of assessments in achieving accountability and quality education provision in Zambia. The attainment of quality education is dependent upon the establishment of systems that ensure transparency, efficacy and accountability within the education system at all levels. Assessments play a crucial role in achieving accountability and ensuring quality education provision. Despite efforts to provide a comprehensive assessment system that has evaluation procedures that can assess more intellectual capacities, attitudinal and dispositional outcomes in areas of innovation, problem solving, self-initiated and self-sustaining, Zambia grapples with issues of equity and inclusivity in assessment practices which pose significant obstacles to achieving fair and meaningful evaluation of assessment system that promotes accountability and enhances quality education provision. Employing descriptive survey design and desk review of different collections of literature, policies, frameworks and reports, the study aims to illuminate both the strengths and weaknesses inherent in the current assessment practices within the Zambian context. Furthermore, the study endeavours to unearth the challenges impeding effective assessment practices, while simultaneously proposing strategic recommendations aimed at enhancing the existing shortcomings. The findings underscore the importance of robust assessments practices in augmenting accountability and ensuring quality education outcomes, providing valuable insights for policymakers, educators and stakeholders invested in advancing accountability and quality education provision through assessments. In addition, the study recommends incorporation of teacher training and all stakeholders involved in assessment practices, improve of existing infrastructure, construction and equipping of laboratories with equipment and apparatus, enhancing monitoring and supervision, re-thinking stipulated guidelines on assessment implementation and utilization of funds in schools. Additionally, re-consideration of resource allocation and material provision, coupled with feedback provision and analysis of capacities should be implemented in order for Zambia to develop a pathway towards a more equitable, inclusive and high-quality education system that empowers all learners to realize their maximum potential.

“A window onto a world”: a pilot research internship scheme for qualifying social workers

ABSTRACT Qualifying social work education is recognised as playing a critical role in equipping practitioners with the skills and interest to develop a ‘research minded’ approach to practice, yet in the UK context, the profession continues to grapple with questions about how to support practitioners to sustain and develop these skills post-qualification. This article reflects on the experiences of social work educators and students involved in a pilot research internship scheme based at a higher education provider in England (one of the four UK nations). Drawing on analysis of interviews with participating students and the reflective notes of the social work educators who led the scheme (the authors), we report on three key themes: 1. Students tended to have an idealised view of research. 2. Internships afforded opportunities to learn and work with people in new ways. 3. Post-project, students reflected on how to mobilise their learning but were conscious that they had only been afforded a ‘window’ onto the research ‘world’. We discuss the limitations of the internship model and highlight that, despite its strengths, more fundamental change is required if a ‘research minded’ workforce is to be developed and sustained. We question how realistic this change is in the current educational and professional context. We further discuss the complexities and contradictions that professional education programmes face in seeking to develop ‘research minded’ or ‘research active’ professionals whilst also protecting and nurturing alternative forms of professional knowledge and wisdom.

Characteristics of Student-Led Clinics in the Allied Health Professions: Protocol for a Scoping Review.

Student-led clinics can provide students from allied health professions with the opportunity to gain valuable placement experience as an integral component of their preregistration program, enabling them to develop their competencies, professional skills, and administrative and leadership skills. Student-led clinics have the capacity to help meet the demand for appropriate practice-based learning opportunities, as there is an expectation that all allied health professions students should have high-quality learning experiences, ensuring the future workforce is fit for purpose. An overview of existing student-led clinics will increase our understanding of key characteristics, assisting education providers who may be considering the development of their own clinics. This will include key factors to ensure that this model of practice-based learning meets the needs of service users, students, and education providers. This scoping review aims to increase our understanding of the characteristics of student-led clinics by answering the questions (1) what student-led clinics exist in the allied health professions, and (2) what are their characteristics? This scoping review has been developed in conjunction with Joanna Briggs Institute methodology. We will consider studies and publications that include student-led clinics as an integral part of the preregistration curriculum for allied health professions students as defined by the Health and Care Professions Council. An extensive search of electronic databases will be conducted, including PubMed, MEDLINE, and CINAHL, among others. Search strategies, including the identified keywords and index terms, will be modified for each included database used. Reference lists of all included evidence will be screened for additional relevant studies. Studies published in English with no date limitations will be included. Relevant sources will be imported into Covidence for screening conducted by 2 reviewers (SR and KB). Data extraction will be conducted by 2 reviewers using a piloted data extraction tool, and data will be charted and tabulated using the Template for Intervention Description and Replication (TIDieR) checklist. Data will be presented with a narrative summary and illustrated by graphs and figures. The scoping review will be reported in conjunction with the PRISMA-ScR (Preferred Reporting Items for Systematic Reviews and Meta-analyses extension for scoping reviews) and the STORIES (Structured Approach to the Reporting In health care education of Evidence Synthesis) statement for health care education evidence synthesis. An initial limited search was conducted in February 2024. The study will be conducted in 2025. Publication of the results is expected in late 2025. This scoping review will provide key information regarding the characteristics of student-led clinics and will be of interest to preregistration education programs within the allied health professions who have an interest in exploring opportunities to address placement capacity issues. PRR1-10.2196/58084.

A Preliminary Assessment of Barriers and Facilitators to Accessing Footcare in Homeless Shelters: A Scoping Review

ObjectiveBy examining the scientific literature, this scoping review aims to explore the most common foot problems people experiencing homelessness (PEH) experience, as well as to explore the potential strategies for addressing foot problems in PEH, such as foot clinics, foot screening and foot care for adults experiencing homelessness. MethodsA scoping review of the literature from MEDLINE (Ovid), CINAHL (EBSCOhost), Cochrane Register of Controlled Trials (Ovid), EMBASE (Ovid), PubMed, clinicaltrials.gov, Google Scholar and Web of Science was conducted to identify relevant articles published from inception to April 14, 2023. Literature discussing foot problems, foot care and intervention in PEH were included. 61 articles were retained after screening by two independent reviewers. Data were extracted by three independent reviewers and disagreements were resolved by a fourth reviewer. Outcomes were determined after data extraction given the nature of the scoping review. Primary outcomes include foot problems, their severity, and their prevalence. The quality of studies included for data extraction was assessed using the Newcastle-Ottawa quality assessment scale and the National Institute of Health Quality Assessment Tool when applicable. ResultsWe present a summary of the prevalence of foot pain and foot problems along with gender differences when data was available. Frostbites, foot ulcers, peripheral arterial disease, foot infections (including diabetic foot infection), and related amputations were also found to be prevalent in PEH, with data suggesting that homelessness is an independent risk factor for these foot problems. Strategies and interventions to address foot health for PEH were divided into: 1) direct interventions in the field, such as wound care, moisturization, or education of PEH during clinical encounters, and 2) organizational interventions, such as expanding outreach efforts, coordinating resources to avoid interfering with shelter hours, or improving the timeliness of interventions by first responders. The literature shows that foot exams, appropriate footwear and education, which can be provided in the context of mobile clinics, play a critical role in the detection and prevention of foot pathologies. Barriers to care were broken down into four categories: accessing and receiving care, comorbid health issues or substance use, emotional barriers and social inequalities. ConclusionFoot problems in PEH, which have been reported in the literature for decades, remain unchanged. Interventions and strategies to address this issue include provision of holistic care, enrollment in insurance programs, provision of supplies and education, and development of outreach services. Indeed, mobile clinics have been shown to eliminate multiple barriers to care for PEH. Although some screening tools were reported, their relevance and reliability have yet to be defined in further studies. While remaining gaps and barriers such as stigma, lack of follow-up care and gratuity of services have been identified, alternative methods other than the aforementioned outreach efforts have yet to be described.

The impact of neoliberalist government reform and regulatory oversight on private training providers in the UK technical education sector

PurposeAdopting the lens of ambidexterity, this paper examines decision-making within private technical education providers as they attempt to meet workforce and UK government training demands against a backdrop of unprecedented pace of global change in technology.Design/methodology/approachQualitative data, drawn from semi-structured interviews of participants within a private training provider, was analysed thematically to investigate common patterns, clarify understanding and identify development areas to inform government bodies and private provider apprenticeship delivery practices.FindingsThe findings reveal the extent to which neoliberalism is potentially undermining technical education reform and increasing regulation whilst decreasing trust and reducing authentic partnerships between key stakeholders, together negatively impacting ambidextrous decision-making.Research limitations/implicationsThis study is limited by the use of a monolingual, monocultural sample; therefore, a broader cross-section of respondents from a wider range, size and geographical location of training providers may result in a deeper understanding of the varying tensions and challenges associated with technical education reform.Practical implicationsThis work seeks to inform policymakers of the wider consequences of neoliberalism and provide recommendations for government bodies and technical training providers to work collaboratively in seeking solutions to the barriers in delivering vocational training fit for a future-proof workforce.Originality/valueThis paper builds on a limited body of research examining the dual impact of once in a lifetime technological challenges and the consequence of neoliberalism upon ambidextrous decision-making within private providers of post-16 technical education.

INFLUENCE OF COVID-19 PANDEMIC ON SCHOOL GOING CHILDREN IN KENYA - A REVIEW PAPER ON THE CASE OF BUNGOMA-WEST SUB-COUNTY, BUNGOMA COUNTY, KENYA

COVID-19 has impacted entire nations worldwide, and Kenya was hit the hardest by the pandemic economically, socially, and even politically. This review paper concentrates on social effects, specifically examining the influence of the COVID-19 pandemic on school-going children in Bungoma West Sub County, Bungoma County. The reporting of the confirmed first COVID-19 disease case on 14th March 2020 forced the government of Kenya to close down all learning institutions. This action caused a significant negative impact on the school-going children in most households, particularly in Bungoma West. The poor, vulnerable, and marginalized groups could not access education through only remote learning by The Kenya Institute of Curriculum Development (KICD). This only benefitted children from well-off families in urban centres, excluding those from vulnerable and poor households. The gap in the inequality in the provision of education widened. Financial inadequacy made the government fail to fund school-related services such as capitation, food and learning materials. House confinement impoverished parents financially. Most children never have access to equitable, all-inclusive, and quality education. Many suffered from psycho-sociological challenges. This review paper examines the challenges school-going children face, gives the way forward, and proposes solutions to future crises, if any.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0699/a.php" alt="Hit counter" /></p>

Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review

ABSTRACTThis systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived in Europe. The review includes studies that focus on all forms of educational provision and services for refugees and forced migrants in Europe: formal, non‐formal and informal. The review also takes a meta‐ethnographic approach to data analysis and synthesis. Key findings highlight the interconnectedness of safety, belonging and success in education for learners with refugee and forced migrant backgrounds and the necessity of economic redistribution, cultural recognition and political participation for achieving these goals.

Мениджърска компетентност на директора – критерий за качествено управление на педагогическия персонал

The managing competence of the educational director is essential for the exercise of effective management functions in the professional environment of implementation. In addition to a close knowledge of organizational management, the director must possess a set of intrinsic qualities that help to exercise effective leadership techniques. Personal competencies and personality traits are one of the main factors for quality management of pedagogical staff. In this regard, the concept of management is considered, which is considered a management process that aims to achieve the planned goals of a given organization. Together with strategic management and leadership as key dominants in the management of institutions in the context of continuous modernization of the educational process, the provision of high-quality education is achieved, with effective leadership being a priority. Emotional and social intelligence competencies are considered critical to leadership and management. They are closely tied to the director‘s organizational culture. Organizational competence consists of the ability to identify social and power networks, as well as the core values that drive the functioning of groups. Relationship management competencies relate to managing emotions in interpersonal relationships and interacting with others. The article aims to establish the main managerial competencies of a successful and effective director.

Motivations, experience and satisfaction of international students towards India as a study destination

In contemporary times, educational institutions have increasingly prioritized efforts to attract international students, dedicating substantial resources to this endeavor. This study aims to explore the motivational factors that shape the decision-making processes of international students in choosing India as a destination for higher education. By offering a comprehensive analysis, the research seeks to elucidate the key drivers behind international students' choices and provide insights that can guide the formulation of effective strategies to enhance the recruitment and retention of international students in India. Employing quantitative research methods, the study investigates the interplay between international students' experiences, university reputation, and financial considerations, and how these factors influence the perceived value of India as an educational destination. The findings offer valuable implications for policymakers and education providers seeking to elevate India's attractiveness to the global student community. The research reveals that international students are particularly drawn to Indian universities with strong academic rankings, high-quality teaching, and a safe and supportive academic environment. Additionally, social networks play a pivotal role in shaping the decision-making process. It is recommended that developing countries, including India, focus on marketing strategies that emphasize their academic strengths, teaching excellence, and safety. Furthermore, universities should actively pursue international partnerships to expand their global reach and position themselves as preferred destinations for higher education.

Portfolio career formation in Australia: Implications for higher music education

This article reports findings from a qualitative study undertaken to explore the career trajectories of Australian portfolio musicians including their interactions and engagement with formal, non-formal, and informal modes of music education. Semi-structured interviews were undertaken with 18 musicians, selected with a desire to represent musical, cultural, social, and gender diversity. The participants exhibited composite or “portfolio” careers, consisting of work across multiple domains. The investigation revealed that such career formation happens in an episodic rather than linear fashion, as opportunity and adversity lead to portfolio diversification. Ongoing theorisation of the data identified ways in which musicians’ portfolio diversification is enabled by knowledge and skill connections, and, by a keen awareness of intra- and inter-personal values, beliefs, and personal qualities. By observing the ways that musicians construct and then draw upon their epistemic and social foundations laid down both in and outside of formal education, higher music education providers may be able to better plan and enact meaningful curriculum reform for the future.