Participation In Development Programs Research Articles

Exploring teacher characteristics and participation in TPACK-related online teacher professional development in Assam, India

Recent years have seen a significant increase in professional development opportunities to support teachers in enhancing their digital skills in India. However, to date, there is little evidence that teachers are confidently harnessing digital technologies within their classrooms. We suggest that this may be explained by insufficient attention on how teachers’ participation in TPACK-focused teacher professional development (TPD) programmes is mediated by their values, prior experiences and positioning within society. To explore this, we examined government upper primary and secondary school teachers’ experiences of participating in a course entitled ‘Constructivist teaching and learning with technology within the TPACK framework’ (CTLT), which was offered to over 500 teachers in 23 districts in the Indian state of Assam. Based on the survey responses of 209 (pre-course) and 109 (post-course) teachers, the findings of the study indicated that, contrary to expectations and much current scholarship, the female teachers significantly outperformed the male teachers in terms of course completion. However, the teachers who undertook the survey in English performed better than those who did so in Assamese. This paper explores possible reasons for these outcomes while recommending the need to take teacher characteristics into account when designing and implementing inclusive large-scale TPD programmes for TPACK.

Determinants Of Public Participation On Women's Leadership In Nyatike Sub County, Migori County, Kenya

This study investigates the socio-economic determinants influencing women's participation in leadership in Nyatike Sub County, Migori County, Kenya. Drawing on feminist theory and participatory development theory, the research employs a mixed-methods approach, utilizing quantitative data from 160 respondents through structured questionnaires and qualitative insights from focus group discussions with 20 key informants. The researchers identify critical socio-economic factors such as; income levels, educational opportunities, and resource access that, significantly, impact women's leadership roles. Qualitative findings underscore the importance of education and economic stability, with participants emphasizing that higher education fosters confidence in assuming leadership positions. Additionally, support systems such as women groups are pivotal in empowering women to pursue leadership roles. However, barriers such as limited access to quality education, high poverty levels, economic dependence, gender-based violence (GBV), insufficient networking opportunities, and entrenched cultural norms, hinder women's advancement in leadership. Statistical analysis reveals that 48.8% of respondents identified income level as a crucial determinant of leadership participation, followed by 22.5% citing access to social networks. Descriptive statistics indicate strong engagement in socio-economic activities, with the highest participation in mentorship and leadership development programs (mean = 4.62). The study highlights the perceived importance of public participation in promoting women's leadership, with 74.4% of respondents acknowledging its significance. These findings emphasize the need for targeted interventions that promote socio-economic empowerment, challenge gender norms, and enhance women’s leadership representation in decision-making processes. Recommendations include community-wide gender sensitization programs, educational initiatives, and enhanced mentorship opportunities to facilitate women's active participation in leadership roles.

The Effectiveness of Teacher Professional Development Program on Classroom and Behavior Management: A Systematic Review

Aim. This study aims to investigate the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. Methods. Conducted through a systematic review, this research examines empirical studies published between 2016 and 2022. The focus is on evaluating the impact of professional development programs on teachers' abilities in classroom management and behaviour control. Results. The findings of the study reveal a positive correlation between participation in professional development programs and improvements in classroom management and behaviour control. Specifically, teachers' knowledge and skills in these critical areas are enhanced through such programs. Furthermore, the research demonstrates positive effects on student performance and achievement as a direct result of improved classroom management. Conclusion. This study contributes to the existing body of knowledge by providing empirical evidence of the effectiveness of teacher professional development programs in enhancing classroom management and student behaviour control. By synthesising findings from multiple studies, the research adds depth to our understanding of the relationship between professional development and teacher performance.

Agro-Pastoral Youth Participation in Livelihood Activities, Development Programs and Interventions in East and West Hararghe Zones of Oromia Regional State, Ethiopia

This study was conducted to identify the status and determinants of male and female youth participation in selected livelihood activities, development programs and interventions in agro-pastoral areas of Oromia regional state, Ethiopia. A cross-sectional research design and mixed methods research approach were employed. A multi-stage random sampling strategy was followed to select four agro-pastoral Woredas (A ‘Woreda’ is an administrative unit equivalent to a District), 12 Kebeles (A ‘Kebele’ is the smallest administrative unit in Ethiopia. A Woreda/District consists of several Kebeles) and 398 youth aged 15–29 years for a face-to-face interview. Data were analysed through descriptive and inferential statistics and an econometric model (Logistic regression) estimation. We found that whereas male youth had better access to land, participation in extension/advisory services and Farmers’ Training Centers (FTCs), agricultural training, and NGOs, female youth had better participation in non-/off-farm livelihood activities and Productive Safety Net Program (PSNP). Our findings indicated that lack of access to financial resources, limited access to land, poor extension and rural advisory services, limited skills development programs and mentorship were key factors affecting youth participation. Other factors include: targeting criteria, discrimination (e.g. on the basis of gender, social structure), cumbersome organizational procedures and requirements, limited availability and capacity of supporting organizations, poor infrastructural developments, mismatch between needs and services provided, conflict, and climate-induced shocks and uncertainties. To overcome these challenges, local and regional governments and their development partners operating in the area should implement a multi-stakeholder, participatory, co-design and development of programs, projects and interventions to enhance collaboration, youth engagement and benefit. Investments in capacity-building and alternative income-generating activities, entrepreneurship education and business skills training are also important.

Reskilling and Upskilling Initiatives in the Indian Industrial Sector

The Indian industrial sector is undergoing rapid transformations propelled by technological advancements, globalization, and shifting market demands. In response to these changes, the imperative for reskilling and upskilling the workforce has gained prominence. This research study critically examines reskilling and upskilling initiatives within the Indian industrial sector, focusing on their effectiveness, key determinants, and impact on workforce adaptability. Employing a case study methodology, the research evaluates government-led skill development programs, industry- academia collaborations, and private sector initiatives. By identifying critical skills in demand across diverse industrial domains, the study sheds light on the dynamic skill landscape shaped by digital transformation. Furthermore, the research explores barriers and facilitators influencing employee participation in skill development programs, with a specific emphasis on gender disparities. In assessing the correlation between reskilling and career advancement, the study provides insights into the tangible outcomes of workforce development initiatives. Additionally, the research evaluates the role of online learning platforms in industrial skill enhancement and proposes policy recommendations to fortify the reskilling ecosystem in India. The findings of this study contribute valuable insights for policymakers, industrial leaders, and educational institutions aiming to align workforce capabilities with the evolving needs of the Indian industrial landscape.

Performance of Islamic Teachers in Madrasah: Analysis of Problems and Solutions in the Learning Process

This study investigates the performance achievements of 60 Islamic teachers in madrasahs during the learning process and identifies the problems and solutions needed to ensure all teachers meet the standards set by the Decree of the Minister of Education, Culture, Research, and Technology of the Republic of Indonesia Number 209//P/2021. Utilizing a survey methodology and in-depth interviews, the study found several challenges: 19 teachers struggled with implementing contextual learning; 8 teachers faced issues with process and results assessment; 18 teachers had problems with remedial and enrichment programs; 15 teachers found it difficult to create a pleasant learning environment; 31 teachers encountered obstacles in promoting reading and writing literacy; 10 teachers had trouble ensuring student safety, comfort, and cleanliness; and 17 teachers faced difficulties optimizing school facilities and infrastructure. These challenges were attributed to the lack of active participation in teacher quality improvement training programs such as contextual teaching and learning, assessment instruments, active learning, literacy, and media and learning resource development training. Interviews with teachers who did not face these difficulties indicated that their participation in ongoing professional development programs helped them overcome these issues. Consequently, it is recommended that school stakeholders support teachers' involvement in these professional development programs to enhance their performance.

Strategi Komunikasi Politik Pemerintahan Daerah dalam Meningkatkan Partisipasi Masyarakat Pedesaan (Studi pada Desa Karangsari Kec. Bantur Kab. Malang)

This research aims to analyze the political communication strategies implemented by regional governments to increase participation in rural communities, especially in Karangsari Village, Bantur District, Malang Regency. The research method used is a case study with a qualitative approach. Data was collected through in-depth interviews, observation and documentation. The research results show that the Karangsari Village government uses various communication strategies, including direct outreach, use of local media, and community forums. This strategy has succeeded in increasing community awareness and participation in various village development programs. The key factors that support the success of this strategy are community trust in village leaders, openness of information, and active involvement of various stakeholders. This research provides important insights for other local governments in designing and implementing effective political communication strategies to increase rural community participation.

The Influence of Teachers' Educational Background on Interest in Learning Social Science

This research aims to examine the influence of teacher educational background on students' interest in learning Social Sciences (IPS) based on a literature review. This literature study collects and analyzes various relevant journals to understand how teacher education and training can influence students' motivation and interest in learning in social studies subjects. Literature analysis shows that teachers with higher educational qualifications and adequate professional training tend to be able to create a more effective and interesting learning atmosphere, thereby increasing students' interest in learning. This research found that factors such as teacher education level, teaching experience, and participation in professional development programs have a significant effect on students' interest in learning. This study also identified that innovative and interactive teaching methods applied by highly educated teachers can motivate students to be more active in learning social studies. Recommendations from this study emphasize the importance of improving qualifications and continuous training for teachers to improve the quality of education and students' interest in learning. This research makes an important contribution to the field of education by providing insight into how a teacher's educational background can influence students' learning interest in social studies subjects.

Optimizing Talent Acquisition: Strategies for Efficiency and Employee Engagement

This research study aims to analyze the resource-intensive nature of current recruitment practices in selected companies in Mysore City and develop strategies for sustaining employee engagement and loyalty. By examining the challenges faced in talent acquisition and retention, the study seeks to identify opportunities for enhancing organizational efficiency and effectiveness in attracting and retaining skilled individuals. This study conducts a thorough examination of recruitment practices and employee engagement strategies in both manufacturing and service sectors by employing a descriptive research design. A sample size of 100 HR managers and executives are selected using simple random sampling, with primary data collected through structured questionnaires. Statistical tools such as ANOVA are utilized to analyze the data, providing insights into industry-wise variations and uniformities in recruitment practices and employee engagement initiatives. The analysis reveals consistent employee engagement scores across manufacturing and service sectors, with non-significant differences in variables such as employee satisfaction scores, retention rates, and participation in training and development programs. Moreover, industry-wise variations in employee engagement strategies, including communication effectiveness and mentorship program participation, are found to be statistically insignificant, This study unfolds the importance of adopting a holistic approach to employee engagement and recruitment practices. The findings suggest that certain engagement initiatives can be implemented uniformly across industries, although organizations should remain attentive to sector-specific needs. Future research could delve deeper into understanding the impact of organizational culture on employee engagement and explore innovative strategies to address evolving workplace dynamics. Ultimately, fostering a resilient and loyal workforce requires continuous adaptation and refinement of engagement strategies in diverse organizational settings.

Tepisari Village Government Strategies in Increasing Communitiy Participation in Development Programs

Tepisari Village Government Strategies in Increasing Communitiy Participation in Development Programs

Enhancing educational excellence: An analysis of teacher capacity building and its impact on instructional delivery in public secondary Schools in Kenya

This study investigates the relationship between teacher capacity building, instructional delivery, and effectiveness in public secondary schools. Utilizing the descriptive survey methodology, data were collected from 400 teachers in Embu and Tharaka-Nithi Counties, Kenya. A survey questionnaire was used for data collection, whereby the efficacy of instructional delivery was assessed through a Likert-scale survey consisting of 17 items. Demographic information highlighted the diverse composition of the teaching workforce, with varying age groups, educational qualifications, and work experience. The study explored teachers' participation in professional development programs, revealing substantial engagement in subject-specific training among other capacity building programs. Findings indicated high agreement among teachers on statements related to syllabus completion, assignment design aligned with objectives, and regular collaboration with colleagues. Some areas for potential improvement were identified, including the incorporation of student questions to guide lessons, ensuring adequate instructional materials, and integrating higher-order thinking strategies. Capacity building was found to have a significant influence on the effectiveness of teachers in instructional delivery, whereby teachers who had attended more courses obtained higher means scores in instructional delivery than those who had attended fewer or no courses. The study contributes to the understanding of teacher capacity development's impact on instructional practices and effectiveness. The findings underscore the importance of ongoing professional development tailored to teachers' needs, emphasizing collaborative strategies and resource provision. Policymakers, educational administrators, and teachers can leverage these insights to inform targeted interventions that enhance the overall quality of instruction in Kenyan public secondary schools.

The gift and the giving: reciprocity in international aid and development in Timor-Leste

Abstract This paper examines the transactional dynamics of participation in foreign aid and development programs by exploring links between Marcel Mauss’ characteristics of gift-giving and Marshall Sahlins’ typology of reciprocal relationships. Grounded in Mauss’ insights, a modified version of Sahlins’ Negative, Generalized and Balanced categories is applied to recipient experiences of donor activities in Timor-Leste. In this context, I look at how the ‘development gift’ positions and defines those involved, from producing uncomfortable hierarchies of power and prestige to enhancing mutual trust and respect. Analysis of interviews with ‘ordinary’ Timorese indicates that in offering, accepting and repaying the gift, significant difficulties arise from misunderstandings about the social obligations structuring the exchange. Sahlins’ Negative and, in some circumstances, Generalized forms predict a breakdown in relationships, although not necessarily in the project itself. By contrast, the Balanced form typically leads to the type of interactions recipients desire. Responding to interviewee comments, I propose a ‘charitable’ mode of the Generalized form and identify a new category, Familial reciprocity. I conclude by recommending this modified typology as a way of understanding how we might give and receive respect, a word frequently used by recipients to describe successful development relationships with outsiders. Importantly, while grounded specifically in Timorese experiences, there is scope to apply the proposed framework to any activity in which one party identifies as a donor and others are presented as beneficiaries of their ‘free’ development gifts.

Technical efficiency in several levels of adoption of garlic farming standard operating procedures in production centre in Indonesia

The relevance of this study lies in overcome obstacles to garlic development in Indonesia, such as low productivity and limited use of technology, which can hinder self-sufficiency and import-reducing programs. The purpose of this study was to identify the technical efficiency, the determinants of technical inefficiency, and the level of technical efficiency at various levels of adoption of the standard operating procedures of garlic farming in production centres in Indonesia. The cross-sectional data was gathered through interviews with 227 farmers chosen using a simple random selection technique. The Cobb-Douglass production function and the stochastic frontier analysis were used to determine the factors influencing garlic production, the technical efficiency level, and the determinants of technical inefficiency. The Maximum Likelihood Estimation was used to analyse the data. The level of technical efficiency at various levels of standard operating procedures adoption was measured using descriptive statistical analysis. Farm size, seeds, urea and NPK fertiliser, herbicides, yellow sticky traps, family labour, mulch, and farmers’ participation in garlic development programs significantly affected garlic production. The technical efficiency varied within 0.37-0.99, with a mean of 0.71. Farmers’ practices and standard operating procedure adoption significantly reduced technical inefficiency. Generally, the level of standard operating procedure adoption is moderate. In the high standard operating procedure adoption group, the mean technical efficiency is 0.77, while in the moderate level group, it is 0.68. The findings of this study can be used as a model for other garlic-importing countries to enhance production and strengthen food security

Antropologi Maritim : Inovasi,Budaya dan Identitas di Wilayah Laut dan Pesisir

This research holistically explores the role of innovation, cultural heritage, and identity in the context of maritime anthropology. The focus on fishing technology, cultural practices, and the influence of globalization provides a profound understanding of the dynamics of coastal community life. The research findings also identify interactions among communities, comprehending knowledge exchange and adaptation to sustain cultural heritage and innovation. Additionally, the inclusion of contributions from previous research enriches the understanding of community participation in coastal development programs. These findings establish a solid foundation for the preservation of cultural heritage and a deep understanding of coastal community life.

How Does a Junior Faculty Development Program Affect Burnout? A Mixed Methods Assessment.

Burnout is common among junior faculty. Professional development has been proposed as a method to improve engagement and reduce burnout among academic physicians. The Penn State College of Medicine Junior Faculty Development Program (JFDP) is a well-established, interdisciplinary program. However, an increase in burnout was noted among participants during the program. The authors sought to quantify the change in burnout seen among JFDP participants across 3 cohorts, and to explore sources of well-being and burnout among participants. Through a sequential explanatory mixed methods approach, participants in the 2018/19, 2019/20, and 2020/21 cohorts took a survey assessing burnout (Copenhagen Burnout Inventory), quality of life (QoL), job satisfaction, and work-home conflict at the start and end of the course. Descriptive statistics were generated as well as Pearson χ2 test/Fisher exact test for categorical variables and Wilcoxon rank sum tests for continuous variables for group comparisons. To better understand the outcome, past participants were invited to interviews regarding their experience of burnout during the course. Inductive thematic analysis (kappa = 0.86) was used to derive themes. Start- and end-of-course surveys were completed by 84 and 75 participants, respectively (response rates: 95.5% and 85.2%). Burnout associated with patient/learner/client/colleague increased (P = .005) and QoL decreased (P = .02) at the end compared with the start. Nonsignificant trends toward worsening in other burnout categories, work-home conflict, and job satisfaction were also observed. Nineteen interviews yielded themes related to risks and protective factors for burnout including competing demands, benefits of networking, professional growth, and challenges related to diverse faculty roles. Junior Faculty Development Program participants demonstrated worsening of burnout and QoL during the program while benefiting from opportunities including skill building and networking. The impact of Junior Faculty Development Programs on the well-being of participants should be considered as an element of their design, evaluation, and refinement over time.

Knowledge of the high-sensitivity cardiac troponin assay among medical officers in Gampaha District, Sri Lanka

Introduction: The high-sensitivity cardiac troponin (hs-cTn) assay is a crucial diagnostic test that is obligatory in the triage of patients presenting with chest pain. It is essential for medical officers to have adequate knowledge regarding the procedures for testing and the interpretation of test outcomes to deliver optimal healthcare for patients. It has been observed that medical officers are lacking in awareness regarding this testing method, resulting in a greater likelihood of errors in testing and interpretation. This study aims to evaluate the level of understanding among medical officers regarding the hs-cTn assay in relation to the most recent European Society of Cardiology guideline released in 2020.Methodology: We conducted a cross-sectional study at two government hospitals in Gampaha District in June 2022. A self-administered e-questionnaire was used to assess knowledge regarding hs-cTn. Knowledge was measured by calculating a cumulative score for the answers to a questionnaire and categorised into good or poor knowledge. A score less than 60% was categorized as poor and vice versa. Descriptive statistics were used to summarize the data.Results: Of the 227 medical officers, only 14.5% (n=33) had good knowledge of the analytical component while 41.9% (n=95) had good knowledge on the clinical component. A score ≥60% on the analytical component knowledge was significantly associated with designation being a senior registrar or consultant (p<0.001), postgraduate enrolment (p<0.001), participation in continuous professional development programmes (p<0.001), and employment in a teaching hospital (p=0.025), but not with age (p=0.066) or private practice (p=0.118). Clinical component knowledge score ≥60% was significantly associated with age between 25 and 35 years (p=0.006), designation being a consultant (p<0.001), postgraduate enrolment (p<0.001), participation in continuous professional development programs (p<0.001), and employment in a teaching hospital(p=0.001) but not with doing private practice (p=0.170).Conclusions: In Sri Lanka, medical officers’ general knowledge on the hs-cTn assay seems lacking. There is a need for continuous training to improve knowledge on hs-cTn testing among medical officers.

From Becoming to Being: how STEM teachers develop leadership identities

ABSTRACT The development of STEM teacher leadership identity empowers K–12 teachers to make changes to improve teaching and learning. Identity development might not be productively supported in all school settings, however. Hence, external professional development programs should offer opportunities to supplement this identity development. We construct and propose a Can’t-to-Becoming-to-Being model to describe STEM teacher leadership identity development as a progression of stages from weak to strong identity. Using interview data over two points in time with 127 STEM teacher leaders, we illustrate four stages of development: Can’t, Can, Should, and Being. We also elucidate the conditions that teachers identify as catalyzing or inhibiting identity development, with attention to the impacts of teacher leaders’ participation in professional development programs. Our findings indicate that the Can’t-to-Becoming-to-Being model is useful for describing how teachers may develop STEM teacher leadership identity and may provide researchers a tool for exploring this process. Professional developers might consider the catalysts (and inhibitors) we identify as a means of strengthening teacher leadership identities in the design and implementation of professional learning. External spaces separate from school communities may offer teacher leaders opportunities to try out provisional selves and provide additional motivation to propel participants to Being teacher leaders.

Safer spaces in youth development programs and health in Canadian youth

Abstract Engagement in youth programs is a potential means to promote health and well-being across populations of young people. Safer spaces in these youth programs are likely critical in fostering positive health outcomes, but current research on the links between safer spaces and health is limited. In this exploratory study, we examined links between program safety in youth development programs and minoritized status, and health-related quality of life (HRQoL) and psychosomatic health complaints. Participants (N = 282; Mean age = 16.97 years; SD = 2.97) self-identified across various minority status groups, including LGBTQ (30%) and a range of perceived income levels. We tested a statistical model in which safer spaces, LGBTQ status and perceived income predicted HRQoL and health complaints in youth development program participants. LGBTQ status and lower perceived income were related to lower HRQoL and more health complaints, and safer space in youth development programs was related to better HRQoL. We also found an interaction effect, such that safer spaces in youth programs appeared to be especially beneficial for HRQoL for youth with higher incomes. Findings reinforce past research on LGBTQ status and income as factors for youth wellness and mental health. Findings also suggest that perceived safer spaces in youth development programs support better HRQoL and lower health complaints, across populations of participating youth.

Survey and situation analysis of personal, employer-related, and environmental factors affecting participation in continuous professional development (CPD) programs of laboratory professionals in Africa.

To determine the level and evaluate factors affecting the participation of laboratory professionals in continuous professional development (CPD) programs in eastern and southern Africa. A survey was conducted among laboratory professionals from 14 countries. The CPD participation was defined as low if it was fewer than 2 CPD trainings in the past 2 years. Associations between categorical variables were tested for significance using Fisher exact test. Of the expected 400, 283 (70% response rate) individuals participated in the survey. Of these, 153 (54%) had low CPD participation and 199 (70%) were aware of CPD educational activities in their respective country. Those with diploma certificates attended more CPD programs (P < .001) than those with undergraduate and master's degrees. Awareness of CPD programs was associated with a higher level of CPD participation (P = .0001). Job satisfaction was significantly associated with high levels of CPD participation (P = .02). Other factors associated with high level of participation in CPD programs included affordability (P = .03), funding by employer (P = .0005), and awareness of legal CPD requirements (P = .002). The CPD programs are considered useful to an individual's professional development, although there was low participation. It is recommended that different formats and platforms be used to expand CPD programs.

Community Participation Forms in Indonesian Villages to Support the Sustainable Development Goals Program

Objective: This article aims to investigate the various forms of community participation in supporting sustainable development programs in rural areas. It specifically examines the nature and extent of community involvement across different stages of program development, highlighting the key actors and categories of participation.&#x0D; &#x0D; Theoretical Framework: The theoretical framework for this research is grounded in the concept of community participation in development, which is a fundamental principle of sustainable development. The study draws on the works of scholars who have explored community engagement and its significance in achieving development goals, particularly in rural contexts. The Sustainable Development Goals (SDGs) serve as a backdrop to assess the alignment of community participation with global development priorities.&#x0D; &#x0D; Method: This research employs a qualitative approach to capture the nuances of community participation in sustainable development programs. Data is gathered through in-depth interviews with development participants and focus group discussions. The qualitative methodology allows for a deeper understanding of the forms, actors, and dynamics of community involvement.&#x0D; &#x0D; Result and Conclusion: The findings of this study reveal that community participation is integral to all stages of sustainable development program development: planning, implementation, monitoring, and evaluation. The research identifies two main channels through which community participation occurs: formal village institutional channels, including village community empowerment institutions and community representative bodies, and informal channels, which involve community leaders, religious figures, youth leaders, and professionals. Community participation takes three primary forms: contributions of ideas and thoughts, material contributions, and donations of energy.&#x0D; &#x0D; Originality/value: This research contributes to the understanding of community participation in the context of sustainable development in rural areas. It highlights the diverse ways in which communities engage in development initiatives and emphasizes their essential role in achieving the SDGs. The study's value lies in its potential to inform policymakers, practitioners, and academics about the significance of community participation and its implications for the success of sustainable development programs.