National Education Program Research Articles

Standards for Intercultural Education in North Macedonia: Fostering Global Citizenship and Inclusive Societies

This paper discusses the creation and implementation of the first Standards for Intercultural Education in North Macedonia, which are applicable throughout the entire primary school level. Although The National Education Program, i.e., The Comprehensive Strategy for Education and Action Plan 2018-2025 of North Macedonia, addresses the importance of ensuring quality control of the educational process, until 2021, no standards existed for both primary and secondary education in the country. The existence of intercultural standards should play a crucial role in fostering inclusive societies and preparing young individuals to navigate diverse global environments. Given that active citizenship and inclusion are the fundamental values of the EU, the drafting and ratification of these standards in the country was prioritized as the cornerstone of promoting multiculturalism and intercultural integration. The paper gives an overview of the national and international documents that have been used as the foundation in the drafting of these standards. The way in which these standards have been created, and the pedagogical and didactical principles upon which they were organized will be discussed. The paper aims to highlight the key principles and practices of intercultural education as well as the strengths and weaknesses of the approved standards in North Macedonia. Through the analysis of those standards and the practical samples provided, this paper underscores the importance of intercultural education standards in the country but also in promoting inclusive societies, enhancing cultural awareness, and preparing individuals to thrive in an interconnected world, thus hopefully reducing stereotypes, prejudices, and even radicalization.

Mounting the Antelope

This paper troubles and historizes the symbolic use of the antelope in the field of library and information science by examining correspondence during the Lewis and Clark expedition in the nineteenth century. It shows how taking the antelope from the wild, naming and classifying the animal, and mounting it for display in a museum were part of a national literacy education program in the early United States. The “American antelope” was observed and killed during the expedition, and Thomas Jefferson, serving as both president of the United States and president of the American Philosophical Society, was intimately engaged in conversations about what to call the animal. Charles Willson Peale mounted an antelope that had been sent from the expedition and classified it according to a Linnean system. This moment is instructive for understanding how information and wild animals became things in processes of settler colonialism and empire expansion.

Labor market participation in people with intellectual disability – a follow-up study in Sweden

Abstract Background Work is vital to people’s health and quality of life. The Convention on the Rights of Persons with Disabilities affirms the right to work on an equal basis with others including an opportunity to earn a living by work, but evidence shows that people with intellectual disability (ID) are at greater risk of unemployment and social exclusion. Due to the lack of comprehensive data for longitudinal follow-ups, information on long-term labor market participation (LLMP) in people with ID is scarce. This study aimed to investigate factors of importance for LLMP in individuals with ID in Sweden. Methods The study was based on data from the upper secondary school for pupils with ID between 2001 and 2020 (N = 26,905) and from the longitudinal integrated database for health insurance and labor market studies. A sample of gainfully employed in 2011 (n = 2,719), was followed with respect to LLMP until 2020. Odds ratios (ORs) with 95% confidence intervals (CI) for associations between educational, sociodemographic, and work factors and LLMP (i.e. gainful employment throughout the follow-up), were estimated stratified on sex. Results LLMP was twice as likely in men compared with women, OR 2.06 (1.78-2.58) as was work in the private sector. Factors of significance for LLMP in men and women alike were: completed national education program, OR 3.40 (3.06-3.86) and OR 2.91 (2.40-3.54), parents’ education; compulsory school in mothers’, OR 1.22 (1.06-1.41) and 1.24 (1.00-1.55) and in fathers’ OR 1.35 (1.17-1.56) and 1.49 (1.20-1.85), while municipality of residence was significant only in men, OR 1.30 (1.10-1.56). Conclusions Public health prevention for disadvantaged groups requires accurate and up-to-date knowledge. Using unique register-based data, this is the first study on LLMP in people with ID in Sweden. Knowledge on what social determinants may strengthen LLMP is important since limited LLMP increases the risk of missing out on health benefits that employment may offer. Key messages • There was a significant gender difference in long-term labor market participation in people with intellectual disability in Sweden. • There is a need for increased knowledge on what social determinants may strengthen long-term labor market participation in people with intellectual disability.

<span><strong>Investigating</strong><strong> Vietnamese EFL high school teachers’ attitudes toward teaching moral values </strong></span>

Families, schools, and society in Vietnam are paying more attention to moral education. The current national general education program, in particular, strives to promote students’ knowledge, skills, and moral qualities in order to better prepare them for globalization in the twenty-first century. It also mandates all educators, teachers integrate moral values into the curricula and lessons. This study aims to investigate English as a Foreign Language (EFL) teachers’ attitudes towards teaching moral values in various high schools. Twenty-one Vietnamese EFL high school teachers from a province in the Mekong Delta participated in the study. Data were collected from a Google-Form survey comprising 14 closed and open-ended questions based on van Aalderen-Smeets et al.’s (2012) and Ualesi and Ward’s (2018) multi-dimensional framework. The findings showed the participants’ positive attitudes toward teaching moral values, and there was almost no significant difference in the attitudes of teachers regarding gender, level of education, and teaching contexts. However, the findings revealed that approximately 81 % of the respondents encountered difficulties when infusing moral values into EFL teaching, primarily relating to teachers’ perceptions and contextual factors. Based on the findings, some conclusions and pedagogical recommendations have been made.

Lifetime Cost-Effectiveness of Structured Education and Exercise Therapy for Knee Osteoarthritis in Australia.

Structured education and exercise therapy programs have been proposed to reduce reliance on total knee replacement (TKR) surgery and improve health care sustainability. The long-term cost-effectiveness of these programs is unclear. To estimate the lifetime cost-effectiveness of implementing a national structured education and exercise therapy program for individuals with knee osteoarthritis with the option for future TKR compared with usual care (TKR for all). This economic evaluation used a life table model in combination with a Markov model to compare costs and health outcomes of a national education and exercise therapy program vs usual care in the Australian health care system. Subgroup, deterministic, and probabilistic sensitivity analyses were completed. A hypothetical cohort of adults aged 45 to 84 years who would undergo TKR was created. Structured education and exercise therapy intervention provided by physiotherapists. The comparator was usual care where all people undergo TKR without accessing the program in the first year. Incremental net monetary benefit (INMB), with an incremental cost-effectiveness ratio threshold of 28 033 Australian dollars (A$) per quality-adjusted life-year (QALY) gained, was calculated from a health care perspective. Transition probabilities, costs, and utilities were estimated from national registries and a randomized clinical trial. The hypothetical cohort included 61 394 individuals (53.9% female; 93.6% aged ≥55 years). Implementation of an education and exercise therapy program resulted in a lifetime cost savings of A$498 307 942 (US $339 922 227), or A$7970 (US $5537) per individual, and resulted in fewer QALYs (0.43 per individual) compared with usual care. At a population level, education and exercise therapy was not cost-effective at the lifetime horizon (INMB, -A$4090 [-US $2841]). Subgroup analysis revealed that the intervention was cost-effective only for the first 9 years and over a lifetime only in individuals with no or mild pain at baseline (INMB, A$11 [US $8]). Results were robust to uncertainty around model inputs. In this economic evaluation of structured education and exercise therapy compared with usual care, the intervention was not cost-effective over the lifetime for all patients but was for the first 9 years and for those with minimal pain. These findings point to opportunities to invest early cost savings in additional care or prevention, including targeted implementation to specific subgroups.

Mark Warner. 26 January 1952 — 24 December 2021

Mark Warner was a prominent theoretical physicist working in the field of soft-matter and polymer science. He was a pioneer in discovering liquid crystalline elastomers as a concept and was the key figure in establishing this subject as a thriving area of research and development. The idea of a material that couples the entropic rubber elasticity with the orientational order of network elements was a complete novelty and a surprise to many. Largely driven by Mark's efforts, this concept, stemming from the coupled order parameters, has been now recognized as a universal phenomenon in several fields: from martensitic transition in shape-memory alloys to engineering and applied mathematics of quasi-convexification. ‘Liquid crystalline elastomers’ will firmly remain as his lasting legacy in science. Mark also made major contributions to physics education, his final legacy being to co-found the national physics education programme, Isaac Physics, in 2013. The ideology of the programme focuses uniquely on students ‘learning by doing’—reassuring students that making mistakes and trying again are fundamental and crucial for learning and developing confidence. Isaac Physics has demonstrated quantifiable impact in raising the aspirations and attainment of hundreds of thousands of students since its inception.

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Wors: Educational Management, Analytical Thinking, Teaching Strategies

Eğitim Yönetiminde Analitik Düşünme Öğretim Yöntemi Stratejilerinin Değerlendirilmesi

When the general objectives, national educational vision and educational programs that guide the Turkish education system are examined, it is seen that analytical thinking is one of the main skills that are aimed to be developed and will be taken more seriously in the coming period. Although the teaching programs and learning environments are well prepared, it is an obligation for teachers to have the necessary competencies in order to successfully achieve the goals of the program. Teachers who use analytical thinking skills effectively and are expected to train analytical thinking individuals should have analytical thinking knowledge, skills and tendencies, be able to apply methods and techniques that will lead students to analytical thinking. As a result of the radical innovations made in education in Turkey since 2004, the dissemination of analytical thinking skills and attitudes has become one of the priority issues. Teacher competencies, primary and secondary education programs, as well as teacher training programs at the higher education level are structured on the basis of thinking education. During their education, prospective teachers should gain awareness, knowledge and understanding of analytical thinking, learn how to apply methods, techniques and measurement tools that will lead students to analytical thinking. However, studies show that few faculty members and students in teacher education have the necessary knowledge, understanding or experience in teaching analytical thinking. In order to ensure the integration of analytical thinking into the teaching of teachers in pre-service or in-service training, the development of analytical thinking skills and tendencies, metacognitive skills involving monitoring and reflection, comprehension of problems and arguments require many areas to be addressed. Professional knowledge about analytical thinking, teaching competence and teaching behaviors are considered important for the design of teaching that develops analytical thinking. Key Words: Educational Management, Analytical Thinking, Teaching Strategies

Co-development of a national, bilingual, post-licensure accredited educational program for registered nurses in primary care: A knowledge-to-action exemplar.

Registered nurses' practice in primary care varies and is sometimes sub-optimal. To fill the gap in primary care-specific knowledge, we co-constructed a national educational program to reinforce the nursing workforce. We based our project on the knowledge-to-action approach. Many lessons were learned during the development phase: (1) The experiential knowledge of patient partners and stakeholders allows an education program based on real needs; (2) The development of a national education program requires high-intensity investment from all involved persons; (3) An in-person meeting at the beginning of the project enables robust discussions and optimal co-creation; and (4) In a country where two official languages are spoken, it's essential to create a safe environment and a translation infrastructure that allows everyone to express themselves in the language of their choice. Finally, other initiatives in healthcare education or professional practice improvement could leverage our findings to realize national-scale projects using knowledge creation approaches.

Sexualita jako riziko? Sexuální výchova v českých kurikulárních dokumentech

Formal sex education and its implementation in education have been increasingly debated in recent years. In the Czech Republic, the area came to the centre of public policy interest in early 2023, when, in response to several sexual harassment cases, former Minister of Education, Mr. Balaš, expressed the need to strengthen sex education in schools. With the ongoing revision of the national Framework Educational Programme and the awareness of the lack of research coverage in this area, we consider it appropriate to look at how sex education is framed in institutional documents in the Czech Republic today. We conduct a qualitative analysis of the Recommendation of the Ministry of Education for the Implementation of Sexuality Education in Primary Schools, selected school education programmes and minimum prevention programmes. We compare these with the principles, rationale and topics articulated in the Standards for Sexuality Education in Europe, which were developed to support the implementation of holistic sexuality education. We point out significant differences in the conceptualisation of the Czech documents, particularly the normative, biologizing and risk-oriented sex education. We see the untold potential for a quality approach to sex education, which takes into account the sexual subjectivity and uniqueness of adolescents’ experience and the interactive nature of sexuality, which the Standards for Sexuality Education in Europe emphasize, in the areas of Education for Citizenship, Ethics Education or in Social and Personal Development.

A national education program for rapid genomics in pediatric acute care: Building workforce confidence, competence, and capability

PurposeTo develop and evaluate a scalable national program to build confidence, competence and capability in the use of rapid genomic testing (rGT) in the acute pediatric setting. MethodsWe used theory-informed approaches to design a modular, adaptive program of blended learning aimed at diverse professional groups involved in acute pediatric care. The program comprised 4 online learning modules and an online workshop and was centered on case-based learning. We evaluated the program using the Kirkpatrick 4-level model of training evaluation and report our findings using the Reporting Item Standards for Education and its Evaluation (RISE2) guidelines for genomics education and evaluation. ResultsTwo hundred and two participants engaged with at least 1 component of the program. Participants self-reported increased confidence in using rGT, (P < .001), and quiz responses objectively demonstrated increased competence (eg, correct responses to a question on pretest counseling increased from 30% to 64%; P < .001). Additionally, their capability in applying genomic principles to simulated clinical cases increased (P < .001), as did their desire to take on more responsibility for performing rGT. The clinical interpretation of more complex test results (such as negative results or variants of uncertain significance) appeared to be more challenging, indicating a need for targeted education in this area. ConclusionThe program format was effective in delivering multidisciplinary and wide-scale genomics education in the acute care context. The modular approach we have developed now lends itself to application in other medical specialties or areas of health care.

The effect of project approach-based science education program on problem-solving skills of preschool children

In this study, the effect of project approach-based science “education program on problem-solving skills” of preschool children attending a kindergarten was investigated. The study was conducted with a quasi-experimental design with pretest and posttest control group at a kindergarten affiliated with the “Ministry of National Education” located in a province in Turkey. The study sample consisted of 70 children (35 in the experimental group, 35 in the control group). The study data were collected through Personal Information Form and Age 4–7 “PSSS”. While the Project Approach-Based Science Education Program (PABSEP) was applied to the children in the experimental group in 28 sessions for three days a week for 10 weeks in addition to the National Education Program, the National Education Program was continued in the control group. As a result of the analyses of the data obtained, significant differences were determined between the “PS” scores of the two groups in favor of the experimental group following the education programs applied (p < 0.05). It was concluded that the PABSEP positively affected the problem-solving skills of the preschool children, and that this effect was permanent (p < 0.05).

Bridging the gap: national virtual education programme for professionals caring for adults with intellectual and developmental disabilities at the time of COVID-19.

The COVID-19 pandemic significantly impacted the mental health of adults with intellectual and developmental disabilities (IDD). During this period of uncertainty and need for up-to-date information, various virtual training programmes demonstrated the role of tele-mentoring programmes. The aim of this paper is to describe the educational evaluation of the National Extension for Community Healthcare Outcomes - Adults with Intellectual and Developmental Disabilities (ECHO-AIDD), a programme for service providers working with adults with IDD during COVID-19. The programme consisted of six sessions, conducted weekly, over two cycles. Each session included didactic teaching by hub team members, COVID-19 news updates, wellness check-ins and a brief mindfulness activity, followed by a 30 to 45 min case-based discussion. The hub structure had an inter-professional approach to team expertise. Those with lived experience were an integral part of the content experts' hub. Pre-, post- and follow-up evaluation data were collected. Care providers from health and social care sectors (n = 230) participated in the programme. High levels of engagement and satisfaction were reported. Self-efficacy ratings improved from pre- to post-, and were maintained at 8-week follow-up; improvement from pre- to post- was significant (P < 0.0001). Exposure to National ECHO-AIDD educational intervention led to improvement in perceived competencies. This study also shows the valuable role of people with lived experience in fostering adaptive expertise in learners. The outreach and scalability support the feasibility of building a national virtual community of practice for IDD service providers. Future studies should focus on studying the impact of these programmes on the health outcomes of people with IDD.

КОНСТРУЮВАННЯ ОСВІТНЬОЇ ПРОГРАМИ МАРКЕТИНГ

Introduction. The integration of Ukraine into the European spaces of higher education is designed to change national higher education and educational programs. Adequate design of educational programs in universities will contribute to the real implementation of the competence approach; transition from subject-centeredness to student-centeredness; ensuring comprehensibility and comparability of learning outcomes and creating a reliable basis for global and European integration. The purpose of the article. The purpose of the article is to clarify the requirements for the formation of competencies and learning outcomes as the main categories of the educational program in accordance with European standards. Metods. A systematic analysis of the concept of student-centered learning, the main categories of which are general and professional competences, made it possible to investigate the process of designing the Marketing educational program. With the help of analysis and synthesis, the program learning outcomes for the Marketing program are divided into elements, where each is analyzed separately with their subsequent combination into a single concrete integrity. Results The formation of a high-quality OP requires taking into account external and internal factors of ensuring its quality and developing a system for evaluating the quality of the educational program with the aim of improving it. First of all, the Standard of Higher Education of Ukraine in specialty 075 Marketing for the first level of higher education needs improvement. Also, it is important to check the OP's compliance with the basic conditions, the value of the program from an academic point of view, taking into account the university's resources.

Exploring Identity Perception and Bilingual Education Dynamics in Taiwanese University Settings

In an increasingly interconnected world, proficiency in English is becoming indispensable, prompting Taiwanese universities to implement English language requirements ranging from one to four years. This initiative aligns with a national bilingual education program aimed at bolstering the English proficiency of college students to enhance their international competitiveness. Consequently, English-medium instruction has become prevalent in various university courses, facilitated by the Freshman English course serving as a transition to English-mediated teaching. While linguistic development is emphasized, the dynamics of identity perception among students cannot be overlooked, as language identity profoundly impacts their learning experiences and growth. This study delves into the identity perception of college freshmen in Taiwan, where bilingual education is heavily emphasized by the government. The purpose of the study is to investigate how Taiwanese college freshmen perceive their identity as they participate in English language learning. In addition, this study aims to examine the influence of gender and college major on the individual differences in identity perception among college freshmen engaged in English language learning. Employing Gao et al.&amp;rsquo;s (2005) Likert-scale questionnaire on self-identity change, the research surveyed 360 freshmen from a university in northern Taiwan. Data analysis performed with SPSS includes two stages. At the first stage, descriptive statistics revealed that participants exhibited agreement on self-identity changes in four categories: self-confidence, zero, productive and additive. At the second stage, a multivariate analysis of variance demonstrated significant main effects of gender and major on identity changes. Female students exhibited higher self-confidence, additive and productive changes compared to male students. Furthermore, liberal arts majors experienced more pronounced self-confidence, additive and productive changes than their counterparts in business, science, and engineering majors. A Post Hoc test unveiled significant differences, with business majors scoring higher than science majors in subtractive and split changes, while science majors differed significantly from liberal arts majors in zero change. The study&amp;rsquo;s implications extend beyond theoretical understanding, informing pedagogical practices to enhance language learning experiences.

Environmental health risks faced by operating room nurses: A descriptive study

BackgroundThere is limited research on the environmental risks faced by operating room nurses (ORNs). This prospective descriptive study aimed to identify the risk factors encountered by ORNs in their work environment. MethodsThe study included 139 ORNs working in six hospitals in southeastern Turkey. Data were collected between September 2019 and February 2020 through a questionnaire using the Occupational Risk Factors Scale and analyzed using SPSS 22.0 software. ResultsORNs reported varying types and rates of risks, including radiation, biological, ergonomic, chemical, psychological, and physical risks. Common risk factors included infection, radiation and chemical exposure, musculoskeletal issues from prolonged standing, exposure to extreme cold, and heavy workloads. Risk levels vary based on age, education, experience, certification, and work assignment. ConclusionsThese identified risk factors must be addressed by implementing national education programs focusing on factors influencing safety in ORs.

795: Online physics training at GenesisCare: A review of a national physics education program

795: Online physics training at GenesisCare: A review of a national physics education program

Transforming a National Invention Education Program through a Strength-based Approach

This system-level ethnographic study of a strength-based approach to transforming a national invention education program makes visible how program leadership drew on research and their own expertise to shift who and how they served. With data analysis grounded in program reports, documentation, and internal and published research, the program’s developmental trajectory is (re)constructed and (re)presented with contextual details provided by program leadership to bring forward how facets of a strength-based approach informed the overtime transformation. Working in conjunction with program leadership to identify common design elements across new program offerings, this study presents this program’s principles for designing for instruction and considerations for curricular integration of invention education into K-14 educational institutions. Furthermore, how these principles align with a strength-based approach are discussed.

Evaluating the impact of a national geriatric mental health ECHO educational program on healthcare providers’ practice

ABSTRACT Project Extension for Community Healthcare Outcomes (ECHO) enables healthcare providers to share knowledge and best practices via telementoring. The ECHO model builds provider capacity and improves care for patients with a variety of health conditions. This study describes a Canada-wide National ECHO pilot project in the area of geriatric mental health and reports on the program’s impact on providers’ care practices. A mixed-methods approach was used to analyze surveys completed by participating healthcare providers. Program evaluation measured satisfaction, achievement of learning objectives, awareness of issues related to geriatric mental health, and comfort and self-efficacy working with older adults. The program led to a statistically significant increase in participants’ awareness of issues related to support for older adults with mental illness and comfort and self-efficacy in managing these patients in their own practice. The National ECHO pilot project was successful in building healthcare providers’ capacity to care for older adults with mental health issues and positively impacting their practice. These findings support using the ECHO model to provide ongoing geriatric mental health education for clinicians from across Canada and beyond.

REGARDING THE DEFINITION OF SOFT SKILLS AS A CONDITION FOR ENSURING THE QUALITY OF THE PROFESSIONAL TRAINING OF FUTURE SPECIALISTS IN GRAPHIC DESIGN

The article addresses the pressing issue of developing “soft skills” in graphic design students, considering the growing demand for creative and communicatively adept professionals in this field. It emphasizes that cultivating such skills is a necessary component of their professional training. Drawing from the Icograda Design Education Manifesto, where design is characterized as an activity encompassing intellectual, creative, strategic, managerial, and technical aspects, the article underscores the importance of shaping personal skills. It delves into researchers’ perspectives on material and immaterial, cognitive and non-cognitive, as well as “hard skills” and “soft skills” in the context of graphic design. The article notes the absence of a unified approach to defining the personal qualities necessary for a graphic design professional. It provides an analysis of industry standards, manifestos, educational standards, and national and international educational programs in China and the United Kingdom for training graphic design professionals regarding the specified skill requirements outlined in these documents. The results show that the skill requirements and personality traits of professionals are outlined in education standards and training programs. The article identifies specific “soft skills,” such as communicativeness, creativity, problem-solving, critical thinking, and time management, which contribute to successful work in the field of graphic design. It underscores the importance of cultivating these skills in the educational process. The specificity of the identified “soft skills” concerning graphic design is also examined. The article’s conclusion emphasizes the importance of “soft skills” in the professional training of future graphic designers and the need for further developments in this direction.