Need For Curriculum Change Research Articles

THROUGH THE PHARMACY LENS: UNVEILING STUDENTS’ INSIGHTS INTO THE CURRICULUM

Abstract: In order to enhance pharmacy education and training, it is essential to gather feedback from students currently pursuing the course. Universities offering pharmacy programs need to ensure that their curriculum remains relevant and aligned with the evolving job market for pharmacists. This study contributes to the ongoing efforts to enhance pharmacy education by assessing students' perspectives on the pharmacy curriculum. Employing a cross-sectional survey design, data were gathered from 90 Diploma of Pharmacy students at Universiti Teknologi MARA Cawangan Pulau Pinang, utilizing convenient sampling. SPSS was employed for data analysis. Results indicated a predominant satisfaction among students with various facets of their pharmacy education. Key positive sentiments included contentment with course distribution for knowledge and skills acquisition, access to diverse study tools enhancing the learning experience, acquired knowledge for future professional training, and appreciation for diverse assessment methods. However, satisfaction levels were lower for course loads with 76.7% expressing the need for curriculum changes. These findings reflect students' pride in their course selection and dedication to the profession's ideals. In conclusion, the study highlights the pharmacy course's success in meeting student expectations and providing a positive learning environment. The results underscore the necessity of continuous evaluation and enhancement of the pharmacy curriculum to ensure its efficacy in preparing students for their future careers. Keywords: Curriculum; Diploma; Perception; Pharmacy; Student

Medical faculty's perception of students' mental health: a qualitative survey study

This study sought to explore the perspective of medical faculty on the mental health of their students. This qualitative study based on a focus group is part of a longitudinal research that studied the mental health of Brazilian students. One group was conducted with faculty employed at a medical school. Topics discussed covered the concept of mental health and medical education. Six professors participated in one group. The mental health of medical students is a construct that encompasses emotional aspects, ability to solve problems and multiple facets of a human being, according to the participants. Artistic practices, moments of socialization and leisure were perceived as stimulating students' good mental health. Excessive demands generate competitiveness and the teacher's expectation of the student's good performance based on their own experience can harm the student's mental health. Participants also highlighted that a pedagogical reformulation that makes sense for the student's learning process is necessary to update traditional curricula. Medical students’ mental health is influenced by experiences and exchanges during the medical school, mainly between professor and student, understood as necessary and inherent to the process of becoming physician. The findings of this study show the need for curriculum changes in the medical education process and updating teacher training for good practices that reinforce good mental health.

The Implementation of Independent Curriculum at State Vocational High School 2 Tebing Tinggi

This article discusses the evolution of the education curriculum in Indonesia from 1947 to the present day, undergoing changes eleven times to align with the goals outlined in Law Number 20 of 2003. The shift from the 2013 curriculum to the independent curriculum was prompted by challenges such as low literacy and numeracy skills of students, highlighted by the Program for International Student Assessment (PISA) study in 2018. The Covid-19 pandemic further emphasized the need for curriculum changes to recover from learning loss. The independent curriculum provides schools, especially students, the freedom to choose based on their needs, focusing on freedom and creative thinking. The study employs a qualitative research approach with a case study design, conducted from October 2023 to December 2023. The object is the implementation of the independent curriculum at SMK Negeri 2 Tebing Tinggi, and the subjects include two lead teachers and one curriculum teacher. Data collection involves interviews, direct observation, and documentation of relevant materials. The independent curriculum at SMK Negeri 2 Tebing Tinggi focuses on fostering independent and self-reliant students. The implementation involves various stages, including participation in training activities, workshops, and self-training through the Merdeka Mengajar Platform. Challenges include changing regulations, low teacher experience, and limited facilities. Challenges in the implementation include changing regulations, low teacher experience, limited references, digital access limitations, and inadequate facilities. Despite challenges, SMK Negeri 2 Tebing Tinggi has been successful in implementing the independent curriculum, focusing on intracurricular, curricular, and extracurricular learning principles.

The Necessity of Education in Response to Technological Advancements and Future Environmental Changes: A Comparison of Korean Medicine Doctors and Students

Objectives: The medical field is rapidly evolving with AI and digital technologies like AI-based X-ray analysis and digital therapeutics gaining approval. Telemedicine is becoming prominent, and medical schools are adapting by integrating AI education. Pusan National University leads a talent training project for AI in health. Korean Medicine is incorporating AI with diagnostic systems and chatbots. However, there's a lack of research on education awareness in Korean Medicine Colleges. The study aims to assess opinions on integrating AI, digital therapeutics, and DNA test into the Korean medicine college curriculum for improved education.Methods: We selected appropriate four specific areas: artificial intelligence in medicine, digital therapeutics, DNA test, and telemedicine. The questionnaire developed for this study underwent expert evaluation and was subsequently administered to registered KMDs of the Association of Korean Medicine, as well as students from 12 Korean Medicine universities. The survey was designed to analyze the awareness and perceived importance of the 4 areas.Results: Both KMDs and Korean medicine students exhibited comparable awareness levels across the four objectives. Notably, both groups identified a high educational necessity and importance of artificial intelligence in medicine for clinical settings. Statistically significant differences were observed between KMDs and students in their perspectives on the importance of telemedicine and DNA test in the Korean medicine field, the educational necessity of DNA test within Korean medicine universities, and the need for comprehension of regulations related to digital therapeutics.Conclusion: The survey of Korean medicine professionals and students underscores a strong understanding of key areas such as Telemedicine, medical AI, DNA test, and digital therapeutics. Medical AI is identified as crucial for future education. There's a consensus on the need for curriculum changes in Korean medicine schools, particularly in adapting to evolving healthcare trends. The focus should be on practical clinical application, with a call for additional research to better integrate student and practitioner perspectives in future curriculum reform discussions.

Prevalence of smoking among medical students and associated factors in Turkey

ABSTRACT Objective The goal of this study is to assess medical school students’ smoking rates, levels of addiction, factors influencing tobacco smoking, and attitudes toward tobacco information and bans. Methods For this study, a survey was conducted with 709 students studying at medical faculty in the years 2021–2022. In the survey, questions including demographic information, Fagerström Test for Nicotine Dependence (FTND), and information on tobacco smoking and bans were asked. Results The smoking rate of medical students was 34.7% for males, 14.1% for females, and 24% overall. The mean age of onset of tobacco smoking was 17.3 ± 2.3, and the FTND mean was 3.1 ± 2.6. 12.1% of all participants smoked hookah. Considering the factors that significantly affect smoking with binary logistic regression modeling; male sex odds ratio [OR] 2.9 95% [Confidence Interval (CI):1.8–4.8], 4th grade OR:5.7 (CI:2.3–13.9), alcohol use OR:1.8 (CI:1.1–3.0), high school degree of the mother OR:3.4 (CI:0.9-13.3), smoking-related illness in the family OR:2.4 (CI:1.2–4.7) increased the risk of smoking (p < .001). Conclusions The tobacco smoking rate in medical faculties in Turkey is still high, similar to the society. There is a need for curriculum changes related to tobacco in medical education. Training involving addiction treatments should be included in medical school.

A Responsible Approach to Higher Education Curriculum Design

The changing global scenario throws a big responsibility to higher education institutes to prepare future ready students. The curriculum is the most important input, which can play a vital role in the overall development of students. Present work identifies the need for curriculum change in the 21st century and presents a responsible approach to curriculum development at the Bachelor’s level. The dynamics of curriculum design have been discussed from an international perspective with a more integrated and collaborative approach. Different dimensions of the curriculum have been identified and mapped to the needs of various stakeholders from both the academia and industry perspective. An integrated process framework has been presented for the development of the curriculum taking care of the major stakeholders. The proposed framework will support the academic institutions and their stakeholders to identify the gaps and offer a curriculum-based solution towards student development, in a more responsible manner.

Reviewing the South African Political Studies Curriculum: Evaluating Responses to Calls for Decolonisation

ABSTRACT The 2015 and 2016 student protests amplified criticism of university curricula which protesters proclaimed to be ill-suited to our context. This paper engages with such criticism by evaluating the South African political studies curriculam it terms of whether or not it can be considered to be ‘decolonised’. I ask three questions, all of which arise from comments made by student protesters about the need for curriculum change: ‘Who is teaching our students?’, ‘Which scholars’ work is being prescribed?’ and ‘Which geographical areas receive attention?’ These questions are answered based on data gathered from undergraduate political studies course outlines from seven South African universities. In answer to the first question, I show that while white academics are still over-represented, the demographics of those teaching undergraduate politics are shifting towards demographic representivity. In answer to the second question, I show that our political studies departments still mostly prescribe the work of male scholars, white scholars and Western scholars. Responding to the third question, I show that politics departments include courses focused on Africa and particularly on South Africa while other regions of the world receive little attention. The paper concludes by raising some difficult questions with the hope of stimulating further debate.

Student evaluation of medical school curriculum transformation in Iraq.

This article was migrated. The article was marked as recommended. Introduction: Decades of political and social unrest negatively impacted medical education in Iraq. Recently, new opportunities arose for medical schools to engage international education organizations and the World Health Organization to implement medical school curriculum changes, replacing older discipline-based, teacher-focused systems with a systems-based, student-focused reformed curriculum. Methods: A descriptive, cross sectional quantitative study was designed to survey medical students near the beginning (years 2-3) and at near the end (years 5-6) of their six-year program at the Al Kindy College of Medicine, University of Baghdad, Iraq. Results: A validated questionnaire collected data on thirty-two issues, including student perception of learning, student perception of teachers, academic self-perception and student self-perception. Seven of the thirty-two questions included in this survey resulted in significantly different responses from group 1 (second and third year) vs group 2 (fifth and sixth year) students. Conclusions: This study concluded that the two student groups were significantly different in their awareness of the need for curriculum change, but that student self-perception in both groups was less than ideal at present. In the future, studies are planned to assess student confidence in their professional development, as teaching institutions advance toward broader accreditation and thus opportunities for their students.

Insights into Disaster Management Scenario among Various Health-Care Students in India: A Multi-Institutional, Multi-Professional Study.

Background:The frequency of occurrence of disasters is on the rise all over the world. Workforce shortage can be a major impediment toward efficient disaster management. Incorporation of other health-care workers along with conventional medical personnel might be critical for efficient and effective management of disasters.Objective:The objective of this study was to assess various aspects pertaining to disaster management among various health-care students in India.Methods:Final-year students pursuing medicine, dentistry, nursing, physiotherapy, pharmacy, Ayurveda, and homeopathy at various institutions in Mangalore, India, were the study participants. Participants' willingness to partake in disaster management and knowledge, attitude, behavior, and perceived effectiveness pertaining to disaster management was ascertained by a questionnaire method. Their previous history of training and familiarity with standard operating procedures was assessed.Results:A total of 437 students belonging to seven health-care institutions participated in the study. Overall, 98.40% of the participants were willing to partake in disaster management. The mean knowledge, attitude, behavior, and perceived effectiveness scores were 49.19%, 81.75%, 47.28%, and 66.20%, respectively. Step-wise multiple linear regression analysis revealed that course (β = 0.247, P < 0.001), attitude (β = 0.154,P = 0.001), and behavior (β = 0.284, P < 0.001) were significant predictors of perceived effectiveness.Conclusions:Participants in the present study revealed that they were willing to partake in disaster management. The participants also reported poor behavior and knowledge scores but appropriate attitude scores. The present study highlights the need for curriculum changes and policy implications for effective integration of various sectors for disaster management, particularly in developing nations such as India, which have a definite scarcity of resources.

Perception, Attitude and Practices Regarding Climate Change among College Students in Coastal South India

Introduction:From developing innovative practicesto reduce the effects of changing climate, and to the implementation of legislations the young people can contribute immensely. Materials and Method: In this cross-sectional survey 375 college students from Mangaluru city were assessed regarding their perception, and attitude towards climate change and their practices towards mitigating it. A pretested semi-structured questionnaire was used to collect the data. Institutional Ethics Committee approval was obtained prior to commencement of the study. Results: The mean age of the student was 21.6 ± 2.6 years. Statistically significant differences were found between the two groups on impacts of changing climate such as Changes in population of certain species, rising sea levels, increase in diseases and increase in flooding. (p<0.05). Reducing the use of electricity, and water, walking or cycling to work were the most commonly followed practices Conclusion: The study highlights the pressing need for changes in curricula in schools and colleges. Traditional diversion of students into science and non-science fields should be overcome by including climate change topics in junior school as part of subjects dealing with science and environment.Introduction:From developing innovative practicesto reduce the effects of changing climate, and to the implementation of legislations the young people can contribute immensely. Materials and Method: In this cross-sectional survey 375 college students from Mangaluru city were assessed regarding their perception, and attitude towards climate change and their practices towards mitigating it. A pretested semi-structured questionnaire was used to collect the data. Institutional Ethics Committee approval was obtained prior to commencement of the study. Results: The mean age of the student was 21.6 ± 2.6 years. Statistically significant differences were found between the two groups on impacts of changing climate such as Changes in population of certain species, rising sea levels, increase in diseases and increase in flooding. (p<0.05). Reducing the use of electricity, and water, walking or cycling to work were the most commonly followed practices Conclusion: The study highlights the pressing need for changes in curricula in schools and colleges. Traditional diversion of students into science and non-science fields should be overcome by including climate change topics in junior school as part of subjects dealing with science and environment.

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective

What’s All the Fuss about Social Work Syllabi? Action Speaks Louder Than Words in Addressing the Silence of Whiteness in Social Work Curriculum: A Game Theory Perspective Sulaimon Giwa, PhD; Michael G. Mihalicz, MScM Abstract A cursory review of the mission statements of progressive Canadian schools of social work reveals that most have a commitment to anti-oppressive education. That is a commitment to social justice and the amelioration of multiple forms of oppression using a broad range of praxis-oriented approaches. In practice, questions remain regarding these schools‘ commitment to transformative education. To what extent do the pedagogical promises of a ―progressive‖ education match the actions of education administrators? Can a school or curriculum be progressive if devoid of a critical analysis of the operation of Whiteness at the root of social injustice? The first author‘s experience teaching an elective undergraduate course and the curriculum tension experienced by students over the lack of content on Whiteness in their core courses are examined. We analyze two different events experienced by them using solution concepts drawn from game theory, to answer the question: Is the non-disclosure of course syllabi evidence that a school has something to hide? Action-oriented efforts—and difficulties encountered—in raising consciousness about the students‘ need for curriculum change to address this issue are discussed. Pedagogical implications and recommendations are included for transformative practice that might support the integration of content on Whiteness in mandated social work courses. Full Text: PDF DOI: 10.15640/jssw.v7n2a6

Osteopathic Medical Student Practice of Osteopathic Manipulative Treatment During School Break.

Osteopathic manipulative treatment (OMT) is integral in osteopathic medical education. The timing of the loss of interest, leading to decreasing clinical use, is unclear. Osteopathic medical students' activities during laboratories or rotations are determined by laboratory or preceptor requirements and do not characterize students' interest in or how they value OMT. Students who practice OMT when they are not required to may demonstrate that they are interested in, perceive a positive value of, and have confidence in using OMT. To characterize preclinical students practicing OMT during their school break. First- and second-year students at the Touro University College of Osteopathic Medicine-CA and the University of New England College of Osteopathic Medicine were surveyed about whether they practiced OMT during winter break, types of conditions addressed, OMT technique(s) used, their practice partners' response to OMT, and reasons for not practicing OMT, if applicable. Students were also asked if they would have practiced more OMT if they had setups similar to those of the practice environment at school. Of the 499 surveys sent, 407 (81.6%) were returned. Of 407 students, 269 (66.1%) reported that they practiced OMT during winter break, and they used a full range of OMT techniques. Students reported a total of 551 practice partners and 602 complaints. Overall, 429 of 497 practice partners (86.3%) reported they were much improved or improved, and 6 of 497 (1.2%) felt worse or much worse. The most common reasons for not practicing OMT were that no one had complaints (56.3%) and that there was no place to practice (37.3%). More than half of surveyed students showed an interest in practicing OMT when it was not required of them. These findings may imply the need for curriculum changes at osteopathic medical schools to ensure student competency with using OMT techniques that take less time and can be done in a variety of settings and with discussing OMT with practice partners.

Students’ and Teachers’ Views on School-University Partnership in the Omani EFL Context

Educational partnership between schools and higher education institutions has become an important tool towards enhancing students’ achievement levels in both contexts and increasing students’ college readiness level. It has also been identified as one key element of educational reform. The present paper reviews a number of models of school-university partnership from different parts of the world. It also presents the results of a study that investigated- among other things- the views of 749 school students and 68 school teachers on the topic of school-university partnership. The paper provides a summary of participants’ suggestions on how best to create better progression between EFL syllabuses in both contexts: post-basic schools and foundation programs in Omani universities, with particular reference to the teaching/learning of EFL reading and writing. Students’ suggestions have mainly focused on three themes, which were collaboration at the administrative level, the need for orientation programs and exchange visits. Teachers’ suggestions were more centered on the need for curriculum change as well as alignment in curriculum issues between the Ministry of Education and the higher education sector. The paper concludes with a number of recommendations for future practice and research.

Equipping medical graduates to address health systems challenges in South Africa: An expressed need for curriculum change

Background: Stellenbosch University Rural Medical Education Partnership Initiative (SURMEPI) aims to enhance health systems knowledge and skills to empower medical graduates to address health systems challenges especially in rural and underserved areas. Objectives: To assess the content of health systems research (HSR) and strengthening, and understand perceptions of medical graduates and faculty about HSR in the undergraduate medical curriculum at Stellenbosch University. Methods: We defined HSR and strengthening competencies for medical graduates through a literature review and expert consultations. Learning outcomes in terms of knowledge, skill or attitude in the 64 module guides of the curriculum were compared with the competencies required. A survey of recent medical graduates assessed whether their training equipped them to address health systems challenges. Interviews with faculty assessed their views on teaching health systems competencies. Results: HSR foundational competencies were covered at a basic knowledge level, with little progression of learning levels, and several key competencies were not taught at all. Teaching was not integrated throughout the curriculum. Of 189 graduates, 63 (33.3%) agreed while 67 (35.4%) disagreed that their training prepared them to address health system challenges; 128 (67.7%) agreed on the importance of learning health systems competencies as undergraduates, and proposed learning areas of health system knowledge, leadership and management, problem solving, community service, evaluation methods and health economics. They wanted more practical, problem-oriented HSR training. Faculty supported the relevance and inclusion of HSR and strengthening in the curriculum. Conclusion: The curriculum needs adaptation to better equip students with HSR and strengthening competencies.

Advancing Interprofessional Collaboration in Nursing Education

The purpose of this qualitative case study was to describe and understand the process of nurse educators teaching interprofessional collaboration to student nurses in a Louisiana pre-licensure baccalaureate-nursing program. Components of the theoretical framework for the study included Ray’s theory of bureaucratic caring, complexity theory, and transformational learning theory. As interprofessional collaboration is gaining momentum in the healthcare environment, nurse educators can be key players in a teachinglearning dynamic that encourages positive patient outcomes and a changing healthcare paradigm. Findings indicated the majority of nurse educators describe their role in preparing students for interprofessional collaborative practice using classroom, clinical and simulation teaching strategies. Clinical environments were most often described as settings in which students gain the most knowledge through actual participation with the interprofessional team. Findings from this study indicate a need for curriculum changes and enhanced faculty development programs on interprofessional collaboration in nursing education. Nurse educators and nursing programs can learn from this case study to develop teaching strategies to promote conducive interprofessional collaborative learning environments aiding students in the preparation for professional nursing practice.

Psychological health and stress among Czech medical students

Cardiovascular diseases are the most frequent cause of death in developed countries. Our purposes were to evaluate the burden of cardiovascular risk behaviours (especially stress) among students of the Faculty of Medicine and Dentistry in Olomouc, Czech Republic. A questionnaire survey was carried out in a total of 180 first and fifth year General Medicine students. The 12-item General Health Questionnaire (GHQ-12) for assessing subjective well-being and the Medical Student Stressor Questionnaire (MSSQ) were used. The obtained data were analyzed using Fisher's exact test and the non-parametric Mann–Whitney U test. Frequencies were compared with the chi-square test. Using the GHQ-12, first year students were found to have higher Likert scores (level of psychological morbidity) than fifth year students. The percentages of students' psychological morbidity (Likert score ≥ 3) were 89.9% and 67.8%, and Likert scores ≥ 5 49.4% and 32.2%, respectively. The MSSQ showed higher levels of stress in first year students. Significant differences between first and fifth year students were found in all domains with the exception of Domains 4 (social-related stressors) and 5 (drive- and desire-related stressors). With the 12-item General Health Questionnaire (GHQ-12) for assessing psychological morbidity levels and the Medical Student Stressor Questionnaire (MSSQ) for stress evaluation, high levels of these parameters were found in both first and fifth year students of the Faculty of Medicine and Dentistry in Olomouc. Psychological morbidity and stress levels in Olomouc students were higher than those reported in the literature. Higher levels of stress in first year students were revealed. The findings suggest the need for curriculum changes, improvements to the adaptation process and psychosocial counselling for medical students in order to decrease the risk of cardiovascular disease in would-be health professionals.

Perceived competency towards preventive dentistry among dental graduates: the need for curriculum change

BackgroundA previous study has shown that dental practitioners in Benghazi believed that the less prevention-oriented education system is one of the barriers to applying preventive dentistry.ObjectiveTo assess attitudes and perceived competence of the dental graduates in Benghazi towards prevention and early management of dental caries.MethodsA cross-sectional, questionnaire-based survey was conducted among internship students attending the Department of Community and Preventive Dentistry in Faculty of Dentistry, Benghazi, Libya. The participants were asked to provide demographic information, to respond to statements about their attitudes towards preventive dentistry, and to answer questions regarding their perceived competence in applying preventive dentistry procedures.ResultsData from 108 Libyan dental graduates were analysed for this study, of which 64% of them were females and 42.1% of them passed their final year with grade: acceptable. The most acknowledged aspects of preventive dentistry were being useful and essential to the community (95.4 and 90.8%, respectively). The percentage of participants expressing a proficiency in providing oral hygiene instructions was the highest (95.4%). There were differences between study subgroups in their perceived competence of preventive dental practices by gender and academic performance (p≤0.05).ConclusionThis study highlighted that the currently implemented undergraduate education programme in Benghazi dental school does not provide dentists with the required attitude and skills to fulfil their role in providing preventive-oriented health services.

Disaster Management Among Dental Graduates in a Private Dental Institution in India: A Pilot Study

To obtain insights into disaster management among dental graduates in a dental institute in India. A total of 103 of 104 house surgeons in Shri Dharmasthala Manjunatheswar College of Dental Sciences and Hospital, Dharwad, participated in the main study (response rate = 99.04%). Their knowledge, attitude, and behavior regarding disaster management were assessed by use of a survey questionnaire. Information was also collected regarding age, gender, religion, and residence. Mean knowledge, attitude, and behavior scores toward disaster management were 45.46%, 79.53%, and 37.70%, respectively. A significant relationship was observed between knowledge and attitude scores (r = 0.248, P = .012). No significant differences were found in knowledge, attitude, and behavior by gender, religion, and residence. Religion was a significant predictor of knowledge scores (χ2 = 10.108, P = .006). Respondents had favorable attitudes toward disaster management, but their knowledge and behavior required considerable improvement. Knowledge of the respondents was significantly associated with their attitude. This pilot study highlights the need for curriculum changes in dental education in India and further nationwide study.

Are the UK oncology trainees adequately informed about the needs of older people with cancer?

Background:Outcomes for older people with cancer are poorer in the United Kingdom compared with that in other countries. Despite this, the UK oncology curricula do not have dedicated geriatric oncology learning objectives. This cross-sectional study of UK medical oncology trainees investigates the training, confidence level and attitudes towards treating older people with cancer.Methods:A web-based survey link was sent to the delegates of a national medical oncology trainee meeting. Responses were collected in October 2011.Results:The response rate was 93% (64 out of 69). The mean age of the respondents was 32.3 years (range 27–42 years) and 64.1% were female. A total of 66.1% of the respondents reported never receiving training on the particular needs of older people with cancer, 19.4% reported to have received this training only once. Only 27.1% of the trainees were confident in assessing risk to make treatment recommendations for older patients compared with 81.4% being confident to treat younger patients. Even fewer were confident with older patients with dementia (10.2%).Conclusion:This first study of the UK medical oncology trainees highlights the urgent need for change in curricula to address the complex needs of older people with cancer.

Contributing to the debates on quality

I am pleased to introduce the December 2011 issue of Prospects, which brings together research articles on topics as seemingly varied as selective teacher attention and student achievement, girls’ performance in primary education, in-service teacher development for rural teachers, links between higher education and the labour market, and international education and peace and human rights education. Although this is not a special issue with a specific topic, these articles do share an underlying focus on improving the quality of education in various ways. The authors move the research agenda forward with respect to quality by presenting evidence, analyses, and contextual differences that highlight key policy challenges today. They do this by raising attention to girls’ performance progress in the EFA Fast Track Initiative (FTI) countries (the poorest countries where it is hardest to achieve the EFA goals); by questioning the pervasive effect of teacher inattention that marginalizes the poorer performing students when it should seek the opposite; by pointing at the need to develop more sophisticated measures of teacher capacity, such as knowledge of subject matter in studies of teachers’ effect on achievement; and by highlighting the need for curriculum changes in higher education in countries like Egypt and Oman, to address the mismatch between education credentials and employment requirements. A second set of articles directly addresses the relevance of quality in content, thus focusing on UNESCO’s core mission: ‘‘building peace in the minds of men and women’’. They do this in three ways. One considers dilemmas in the integration of human rights values within peace education programmes in conflict and post-conflict societies. Another conducts a discourse analysis of the 1974 UNESCO Recommendation concerning Education for International Understanding, Co-operation and Peace and Education relating to Human Rights and Fundamental Freedoms, recognizing its full force today as an international normative guide that was collectively constructed and therefore allows politically, economically, and culturally different actors to find their own solutions based on their own