Formal Educational Opportunities Research Articles

Public health communication professional development opportunities and alignment with core competencies: an environmental scan and content analysis.

Communication is vital for effective and precise public health practice. The limited formal educational opportunities in health communication render professional development opportunities especially important. Competencies for public health communication describe the integrated knowledge, values, skills and behaviours required for practitioner and organizational performance. Many countries consider communication a core public health competency and use communication competencies in workforce planning and development. We conducted an environmental scan and content analysis to determine the availability of public health communication professional development opportunities in Canada and the extent to which they support communication-related core competencies. Three relevant competency frameworks were used to assess the degree to which professional development offerings supported communication competency development. Overall, 45 professional development offerings were included: 16 "formalized offerings" (training opportunities such as courses, webinars, certificate programs) and 29 "materials and tools" (resources such as toolkits, guidebooks). The formalized offerings addressed 25% to 100% of the communication competencies, and the materials and tools addressed 67% to 100%. Addressing misinformation and disinformation, using current technology and communicating with diverse populations are areas in need of improved professional development. There is a significant gap in public health communication formalized offerings in Canada and many of the materials and tools are outdated. Public health communication professional development offerings lack coordination and do not provide comprehensive coverage across the communication competencies, limiting their utility to strengthen the public health workforce. More, and more comprehensive, professional development offerings are needed.

‘They don’t waste money on women’: gendered entrepreneurial household dynamics and the total social organization of labour

ABSTRACT This article examines gendered household dynamics and the organization of labour in Entrepreneurial Households (EHs), using Glucksumann’s Total Social Organization of Labour theory (TSOL). It challenges the perception of EHs as neutral spaces and argues that analysing households provides a more nuanced understanding of the gendered dynamics in households where a member is formally self-employed or owns a business. While women may work for these businesses and contribute to household income through other employment, their labour is often unpaid, intertwined with gendered roles and viewed as a readily available household resource rather than formal employment subject to contracts. This leaves women vulnerable to coercion and exploitation, limiting their opportunities for formal employment and education outside the household. Even after years of significant informal work, they may remain without recognized careers or experience. Such gender dynamics and organization of labour also differ, depending on whether the registered business owner is a man or woman. The article subsequently highlights ongoing inequalities in household labour division, often obscured by the prioritization of ‘men’s work’, while emphasizing the crucial role of the broader household in business survival.

The landscape of perioperative nursing education in Africa: a scoping review.

Not everyone across the globe has access to safe surgical care. There exist stark disparities in surgical mortality between high-income and low-and middle-income countries. Quality perioperative care across the surgical care continuum can mitigate these disparities. Nurses play a vital role in providing quality perioperative care and their competency in perioperative nursing directly impacts surgical outcomes. Across Africa, formal educational opportunities for nurses in perioperative care is not well understood. This is an informal scoping review of the existing literature investigating the current state of perioperative nursing education across the African continent. Ten articles were included in the analysis. Few programs exist across Africa that provide specialized training for nurses in perioperative medicine. Programs that have been formally evaluated show improved knowledge and clinical skills among nurses. Greater research is necessary to establish a more robust evidence base in support of increasing access to perioperative nursing education to improve patient outcomes. Obstacles remain to designing, implementing, and evaluating new educational programs.

ECOSYSTEM THINKING – A KEY SKILL FOR THE STRENGTH AND CONDITIONING COACH

Strength and Conditioning has become a mainstream feature of most elite sports performance programmes, and consequently employment as a strength and conditioning coach is now a well-established career track in many countries. Accompanying this growth has been a tsunami in the amount of research publications into the field, and a plethora of formal and informal educational opportunities in the field. Given this it would be logical to think that we have developed a deep understanding of what makes for a truly effective strength and conditioning coach, yet dig under the surface and it is clear that many fundamental questions remain largely unanswered suggesting that our understanding of strength and conditioning is far from complete. For example, some great programmes that use the very best evidence-based practice fail, yet other that are far less sophisticated succeed? In the reductionist world of theoretical strength and conditioning, where the quality of the programme is the only variable investigated, these anomalies should not occur. However, S&C is ultimately an applied discipline and never occurs in a vacuum, instead the programme is but one variable to be considered and multiple factors will ultimately affect the success of a programme. This article presents a novel approach to viewing S&C application in situ: that of the training ecosystem, where the relationship between multiple and multi-variate factors ultimately determines the overall success of any training programme.

Technical and Professional Components in Pathology Practices – Business and Educational Opportunities for Community Based Pathologists

Abstract Introduction/Objective Community based Pathologists (CBPs) are challenged by limited resources, decreasing revenue, continuous learning, workload burnout and acquisition by corporate health care groups. Pathology residency programs (PRPs) are traditionally offered at academic centers and are focused on teaching, research, clinical work, and residents are graduated with core diagnostic competencies. Upto 60% graduates usually join private practices, therefore, understanding the business aspects of pathology and abreast with innovative technologies continue to be challenge among CBPs. We conducted and presented our survey to evaluate opportunities and challenges for CBPs for adopting various technical and professional components (TC and PC) in their practices. Methods/Case Report Survey was conducted via interview for a total of 42 CBPs. Questions related to TC and PC were divided into 1) Immunohistochemical stains (IHC); 2) Flow cytometry (FC); 3) Fluorescence in-situ hybridization (FISH); and 4) Clinical pathology professional component (CPPC). Results (if a Case Study enter NA) CBPs understands the importance of TC and PC services, however 25/42 (60%) have been using it to some extent. Of those that are utilizing such TC services, 10/25 (40%) were using IHC and FC; 4/25 (16%) were using FISH. The CPPC was used by 26/42 (61%) Conclusion We concluded that there are several reasons for CBPs who are not utilizing TC and PC services to its full capacity such as 1) not trained well enough to read TC of IHC, FL and FISH; 2) No formal educational opportunities available to train CBPs; 3) Cumbersome lab portals to access data; 4) Billing of such services becomes complicated; 5) Workload burnout and no added incentives by practices; and 6) Limited resources to capture CPPC due to interface and integration of billing software’s. We suggest PRPs to offer electives and incorporate private practice experience for trainees, so they are prepared to embrace such business and educational opportunities.

Hand therapy: Inclusive care by South African physiotherapists.

The effective management of individuals with hand-related conditions and injuries is pertinent to ensure optimal hand function and quality of life. Equal continued formal education opportunities should thus be created for all multidisciplinary team professions at a postgraduate level.

Seeing the wood for the trees: a heuristic framework to enable the integration of sustainability education in higher education settings

ABSTRACT This paper puts forward a conceptual framework to support the dual challenges of strategic and practical integrative action of Education for Sustainable Development (ESD) across Higher Education Institutions (HEIs). There are numerous existing resources and toolkits providing appropriate actions, guidance or approaches to monitor and measure ESD engagement. Our intended distinctive contribution in this paper is to complement these with heuristic ways of thinking that offer clarity on the context and evolution of progress on ESD at an institutional level. Our proposals were developed through structured comparative discussions by ESD practitioners from seven European universities, leading to a consensus view on key contextual influences across a range of environments, embodied in our proposed heuristic metaphors. The resulting proposed framework, built upon a systems-based visual metaphor of a forest ecosystem of HEIs, proposes the use of the dimensions of capacity and commitment, to define an integrative framework with four positional scenarios: ”Pockets of Practice”, “Emerging Agenda” to ”Integrated Impact” and “Off the Agenda”. To illustrate its application, it is used to contextualize relevant steps to progress ESD associated with each scenario in the areas of strategy, staff development, formal education and extra-curricular opportunities. We argue that the adoption of such a framework by HEI practitioners could support day-to-day decision-making and strategic planning towards an integrated approach to ESD that engages with all areas of university activity.

Multilevel analysis of trends and predictors of concurrent wasting and stunting among children 6-59 months in Ethiopia from 2000 to 2019.

Emerging evidence indicates that children can be concurrently wasted and stunted (WaSt), increasing their mortality risk. However, more is needed to know about WaSt in Ethiopia. Therefore, this study aimed to determine the trends and predictors of WaSt using Ethiopian Demographic and Health Survey datasets from 2000 and 2019. The study included a total weighted sample of 34,930 children aged 6-59 months. Descriptive and weighted multilevel mixed-effects (fixed and random effects) logistic regression analyses were carried out. The Intraclass Correlation Coefficient (ICC) and the Median Odds Ratio (MOR) were calculated. The prevalence of WaSt was 1,682 (4.82%) with a significantly decreasing trend, yielding a percent change of -57.51% (-69.37% to -23.52%) from 2000 to 2019. In the adjusted model, the odds of WaSt increased in boys, children with a shorter preceding birth interval, small birth size, delayed initiation of complementary foods, diarrhea, fever, and anemia, mother's lack of formal education, and being a farmer, and poor/middle wealth index, and lack of mass media exposure. WaSt was inversely related to the child's age. Adjusted ICC and MOR were 31.16% and 3.20%, respectively. The study highlights the importance of considering individual and community-level factors to address WaSt, such as timely initiation of complementary foods, improving access to health services, quality diet, and prevention of communicable diseases. Furthermore, programs that have positive impacts on formal education and employment opportunities for girls, as well as that increase access to mass media, are required.

Educational crisis of Rohingya refugee children in Bangladesh: Access, obstacles, and prospects to formal and non-formal education

PurposeThe article discusses the contemporary educational crisis of Rohingya children in Bangladesh. It aims to identify the challenges of formal and non-formal education faced by Rohingya children and their prospects. In this scholarship, the author attempts to answer the questions-what are the current formal and non-formal educational services in the Rohingya refugee camps and how and to what extent do the existing educational services intensify the other crisis in their lives, and what are the prospects for them going forwards. Methodology: This study is primarily based on secondary sources of data. It focuses on the available educational services and key obstacles that affect Rohingya children's formal and non-formal educational opportunities in Bangladesh and their prospects in Myanmar. FindingsThe study found the absence of formal and non-formal education for Rohingya children in refugee camps has a significant impact on their ability to become an active member of society. Although refugee children and their parents express a willingness to formal education under the Myanmar curriculum, limited educational services and various structural and legal barriers hinder their progress. Finally, the study explores the prospects of formal and non-formal education for Rohingya children in Bangladesh and concludes with recommendations to improve their educational opportunities. LimitationThe study results can differ in other contexts and countries hosting refugees. Practical implicationsFindings of the study may be helpful for policymakers and practitioners.

Do formal education or certification opportunities in sterile processing enhance career advancement?

BackgroundSterile processing is an essential, yet often overlooked, aspect of surgical operations. An efficient and precise sterile processing department is critical for providing clean, functional instruments without disrupting operating room workflow. Despite the importance of sterile processing in the day-to-day function of operating rooms, little is known about the educational background, opportunities, or incentives for career advancement for individuals working in sterile processing. We conducted a comprehensive online national survey of sterile processing employees to define the role of education in this space. MethodsFollowing IRB approval, surveys were sent via email to 50,000+ sterile processing employees querying them about their work role, education background, and certification history. Data was collected and maintained on the Qualtrics platform and analyzed for descriptive statistics using built-in tools. ResultsIn total, there were 958 respondents. The average age was 47 years, 67% were women and 86% reported working as hospital employees. The average length of employment was 13.5 years. Half (50.52%) reported working as technicians, 16.76% were supervisors, 16.18% were managers, 5.01% were Directors and 3.49% were educators (Table 1). The minority of respondents held a 2-year (19%) or 4-year (21%) college degree Table 2). Approximately half of respondents (427 of 857) had enrolled in a post-high school education program in sterile processing, with an average of 7.2 months of training. Nearly all respondents (92%) held some form of sterile processing certification. Formal training or certification in sterile processing did not correlate with a higher-ranking position of employment. The majority of employees engaged in self-directed learning at least on a monthly basis. On average, directors and managers worked in sterile processing longer than supervisors and technicians and were more likely to have 4-year, master, or doctoral degrees when compared with technicians. Although higher-ranking employees were more likely than technicians to have completed leadership courses, employees overall were significantly less likely to complete leadership courses if they were not provided or reimbursed by their institution (P<0.001). ConclusionThere exists wide variation in formal training and certification backgrounds among sterile processing employees. In most states, a standardized pathway to employment does not exist; rather, individual employers assume responsibility for SPD employee training. Employment requirements are variable, and certifications specific to this space do not correlate significantly with workplace roles or positions of leadership. Managers and Directors are more likely to hold an advanced degree. There is little financial or career incentive to obtain formal training or additional certifications that may improve the quality of sterile processing. Nonetheless, the majority of respondents appear actively engage in self-directed learning consistent with a highly motivated, resourceful workforce. Our data suggest that sterile processing employees would optimize opportunities generated through the creation of formal, incentivized education pathways.

The educational experiences of children in care across five decades: A new perspective on the education of looked after children in the UK

Children in care have consistently lower educational attainment than peers who live with their birth families. However, metrics often define ‘education’ narrowly, focusing on traditional in-school achievements with which this population typically struggles. In this study, interviews with current and former children in care ( n = 7, ages: 11–59) revealed that they perceive education in a much broader way, occurring across their life experiences and encompassing both life and social skills. Regardless of their performance in school, participants storied themselves as achievers in the context of this broader concept of ‘education’ and described positive outcomes such as independence, agency, development of authentic identities and capacity to strive for and achieve goals. These reflections have implications for the provision of social support services and the evaluation of outcomes for children who are taken into the care of the state. For example, it may be valuable to redefine ‘education’ to include a wider range of activities and to therefore encompass a variety of potential interventions to support development and success. Additionally, there seems to be scope for working more closely with children in care when making decisions, centring their lived experiences and drawing on their insights so as to achieve a better balance of support for both formal and informal educational opportunities.

System Safety Bookshelf

Over many decades System Safety has evolved from a more re-active nature - learning from failures and improving – not really suitable for high consequence enterprises - to today’s more pro-active form. This is now based on better fundamental understanding, better assessment processes, better standards, more comprehensive analysis tools with better audit and regulation procedures. However, unlike ‘set educational subjects’ such as engineering, science, technology and mathematics, there are less opportunities for formal System Safety education and training in academia and elsewhere, even though system safety impacts on all aspects of life. One hopes that this will continue to be rectified.&#x0D; This leads us directly to the importance and value of this book, which gives a complete insight into the nature of what System Safety is all about, including its approaches, methodologies and tools, and which provides guidance on the successful application of a comprehensive, pro-active approach for ensuring safe system design.

Inventor, devoted daughter, or lover? Uncovering the life and work of Victorian naval engineer Henrietta Vansittart (1833&amp;ndash;1883)

This article focuses on the life and work of Victorian naval engineer Henrietta Vansittart (1833–1883), who designed and patented the Lowe-Vansittart propeller, a model of which is held in the Science Museum collections. Vansittart is a rare example of a woman who practised as an engineer in nineteenth century Britain, yet hitherto she has not been the subject of extensive academic research. This article contributes to wider efforts to recover the multifaceted roles that women have historically played in engineering, which have often been obscured or overlooked.Using a range of primary sources, including a pamphlet written by Vansittart that is held in the Science Museum Library, alongside newspaper articles, contemporary engineering literature and personal letters, this article seeks to uncover what we can learn from her life and work. It will explore available routes into engineering for women in this period, when formal education and training opportunities were not open to them, and discuss how a woman in engineering could frame herself in this context. For Vansittart, her father’s engineering work was the vital access point to engineering. She did not receive a formal education, so it was through him that she informally learnt about the technicalities of screw propellers. This article will demonstrate the importance of family connections for women generally to enter into the field of engineering and reveal the ways in which Vansittart in particular used familial legacy to construct her position as an engineer, helping her to eschew prevalent gender norms. The article will also question why we do not know more about Vansittart’s career, by exploring the complexities of her personal life and how this may have impacted on her legacy.

Andragogy in Action – the Bulgarian Experience

This research article draws attention to the Bulgarian experience in the development of andragogy as a fundamental adult education theory. The aim of the authors is to present the development of andragogy in Bulgaria as a science and its study as a university discipline. In the individual parts of the article, through an analysis of scientific publications, curricula and syllabi, answers to the following research questions are sought: What are the parameters of adult education in Bulgaria in the context of the opportunities for formal and non-formal education? How has andragogy developed as a science and a university discipline? To what extent do research interest and educational content follow the needs of the practice (in Bulgaria)? What andragogical training is needed by specialists, incl. teachers, organizing educational activities or teaching adult learners?

Contemporary Slovenian Drama at the Beginning of the Third Decade of the 21st Century – Where Is It and Where Is It Headed?

The article offers insight into various approaches to developing contemporary Slovenian playwriting at the beginning of the third decade of the 21st century. It lists existing formal and informal educational opportunities for playwrights, methods of cultivating new writing and various public presentation formats of new Slovenian dramatic writing and the recent development of its staging in Slovenia. The author presents quantitative data on the percentage of Slovenian scripts staged in government-funded theatres and the variations of this percentage over the last two decades. The author’s analysis is based on an extensive questionnaire which includes both quantitative and qualitative research methods examining the processes and circumstances of writing contemporary Slovenian drama from the viewpoints of its various stakeholders: playwrights, translators, dramaturgs, directors, artistic directors and general managers of government-funded public cultural establishments, NGOs or private theatres, editors, publishers, teachers and the representatives of public funding bodies. The findings show a lack of understanding of the creation processes of contemporary Slovenian playwriting by representatives of its peripheral professions (i.e., non-authors). The research results also reveal the consequences of the field’s long-lasting insufficient funding and lack of an expert workforce. Based on the research results, the author proposes possible future directions for the efficient development of contemporary Slovenian playwriting. These proposals include staging, commissioning and long-term theatre residencies for playwrights, as well as establishing a specialised venue aimed exclusively at staging contemporary Slovenian plays.

Is Sustainable Development Really Sustainable – Theoretical Reflections, Statistics and the Need for Changes

Abstract The aim of the article is to explain holistically the main provisions of sustainable development in the nature-society-human system based on the methodology for analyzing changes in energy flows and the power of socio-economic systems. The authors consider the development of society as a creative process aimed at changing the direction and speed of free energy flows (useful power) in Space and Time. They also consider sustainable development in the nature-society-human system to be consistent with the laws of the global evolution of living nature and the laws of the historical development of humankind. The paper focuses on key questions concerning the new concepts of sustainable development; the methodology for designing the sustainable development using the concept of energy flows in open, non-equilibrium stable systems and power change analysis approach. The results of the main positions of the models and their interpretation are presented based on the statistical data of United States of America (USA) in the period of 1960–2021. One of the most important primary things in order to bring about changes in people's thinking, understanding and attitude towards sustainability issues is their education in different forms – formal education and non-formal education opportunities. Creating an interdisciplinary approach and explaining sustainability as a set of economic, social and ecological factors also play a crucial role in raising public awareness of sustainability issues.

Exploration of exposure to artificial intelligence in undergraduate medical education: a Canadian cross-sectional mixed-methods study

BackgroundEmerging artificial intelligence (AI) technologies have diverse applications in medicine. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting could become integral for physicians. This study examines undergraduate medical students’ perceptions of AI, educational opportunities about of AI in medicine, and the desired medium for AI curriculum delivery.MethodsA 32 question survey for undergraduate medical students was distributed from May–October 2021 to students to all 17 Canadian medical schools. The survey assessed the currently available learning opportunities about AI, the perceived need for learning opportunities about AI, and barriers to educating about AI in medicine. Interviews were conducted with participants to provide narrative context to survey responses. Likert scale survey questions were scored from 1 (disagree) to 5 (agree). Interview transcripts were analyzed using qualitative thematic analysis.ResultsWe received 486 responses from 17 of 17 medical schools (roughly 5% of Canadian undergraduate medical students). The mean age of respondents was 25.34, with 45% being in their first year of medical school, 27% in their 2nd year, 15% in their 3rd year, and 10% in their 4th year. Respondents agreed that AI applications in medicine would become common in the future (94% agree) and would improve medicine (84% agree Further, respondents agreed that they would need to use and understand AI during their medical careers (73% agree; 68% agree), and that AI should be formally taught in medical education (67% agree). In contrast, a significant number of participants indicated that they did not have any formal educational opportunities about AI (85% disagree) and that AI-related learning opportunities were inadequate (74% disagree). Interviews with 18 students were conducted. Emerging themes from the interviews were a lack of formal education opportunities and non-AI content taking priority in the curriculum.ConclusionA lack of educational opportunities about AI in medicine were identified across Canada in the participating students. As AI tools are currently progressing towards clinical implementation and there is currently a lack of educational opportunities about AI in medicine, AI should be considered for inclusion in formal medical curriculum.

Re/producing the Pediatric Concussion Discourse in clinical rehabilitation practice

Purpose In the field of pediatric concussion, little to no scholarship has examined how clinical practice is shaped by patterned ways of thinking, talking about, and coming to understand concussion and young people (or “discourses of concussion in young people”). In this paper, we examine the ways in which one such discourse, the Pediatric Concussion Discourse (PCD), shapes how young people with concussion, their parents, and clinicians can think about, act in relation to, and experience concussion. Materials and methods This critical rehabilitation research is informed by the post-structuralist theory of Michel Foucault (1926-1984), and the key concepts of power/knowledge, discourse, and the subject. Results Circulating through clinical guidelines for the management of pediatric concussion, the PCD re/produces the expectation that young people with concussion and their parents will behave as “responsible” subjects who follow the recommendations of so-called experts without question. If recommendations are not implemented, the PCD has the potential to constitute these same groups as “nonadherent”, re/producing problematic discourses of medical compliance. Conclusions By examining the effects of the PCD, it becomes possible to imagine how clinical practice and research might evolve in new ways that respect the knowledges and experiences of young people with concussion and their parents. Implications for Rehabilitation Engaging in critical examination of clinical rehabilitative practice creates opportunity to imagine how we might approach commonly adopted clinical approaches, including the delivery of health education, differently. Implications for clinical rehabilitation practice include delivering health education in the context of supportive therapeutic relationships that respect the knowledges and experience of young people with concussion and their parents. Implications for rehabilitation research include engaging with critical scholarship within and beyond field and disciplinary boundaries, engaging in formal educational opportunities, and connecting with less formal but invaluable communities of practice.

The need for artificial intelligence curriculum in medical education: A Canadian cross-sectional study of future oncology trainees.

e13583 Background: Emerging artificial intelligence (AI) technologies have diverse applications in medicine, with early evidence suggesting that AI tools can accurately perform key tasks in oncology. As AI tools advance towards clinical implementation, skills in how to use and interpret AI in a healthcare setting could become integral for physicians. This study seeks to assess exposure to AI in medical education among trainees interested in pursuing a career in oncology, and the need for AI education in medicine. Methods: A 32 question survey for Canadian undergraduate medical students was distributed to students at all 17 Canadian medical schools. The survey assessed the currently available and perceived need for learning opportunities about AI and barriers to educating about AI in medicine. Interviews were conducted with participants to provide narrative context to survey responses. Likert scale (LS) survey questions were scored from 1 (disagree) to 5 (agree), and analyzed using a two-sided one sample t-test vs a neutral value. Interview transcripts were analyzed using qualitative thematic analysis. Results are described as mean LS score ± standard deviation. Results: We received 486 responses from 17 of 17 medical schools. Of these respondents, 98 (20.2%) are willing to pursue a residency in an oncology-related field (pathology, radiology, general surgery, internal medicine, radiation oncology). Respondents agreed that AI applications in medicine would become common in the future (3.80±0.38) and would improve medicine (3.71±0.54). Further, respondents agreed that they would need to use and understand AI during their medical careers (3.76±0.572; 3.43±0.773), and that AI should be formally taught in medical education (3.43±0.756). In contrast, a significant number of participants indicated that they did not have any formal educational opportunities about AI (1.76±0.785) and that AI-related learning opportunities were inadequate (2.12±0.802). Interviews with 18 students were conducted. Emerging themes from the interviews were a lack of formal education opportunities and logistical challenges in adding AI to curriculum. Conclusions: A lack of educational opportunities about AI in medicine were identified across Canadian medical students. Given that medical students overwhelmingly believe that AI is important to the future of medicine, and AI tools are currently progressing towards clinical implementation, AI should be considered for inclusion in formal medical curriculum.

Male involvement in antenatal care in Agege local government area, Lagos state, Nigeria

Background: Male involvement in antenatal care (ANC) though beneficial remains a global challenge. This study aimed to assess male involvement in ANC among men in Agege Local Government Area of Lagos State Nigeria.Methods: A cross-sectional study, carried out between April and November 2017, among 420 men whose partners had at least one birth in the last 5 years, using interviewer-administered questionnaires. Male involvement was graded as good with minimum 50% score. Associations between male involvement and categorical variables were assessed using the chi-square test with the level of significance set at P &lt; 0.05Results: Mean age of the respondents was 43.80 ± 11.42 years. Many (58.6%) had good involvement in antenatal care. Male involvement was statistically significant with age, educational status, occupation and income with p value of 0.004, 0.024, &lt; 0.001and 0.04 respectively.Conclusion: Age, education, occupation and income were significantly associated with male involvement. Young males should be encouraged to pursue formal education and vocational opportunities.