Participation In Development Programs Research Articles

EDUCATIONAL OR SCIENTIFIC CAREER?

One problem with teaching higher educational institutions by university professors is that the educator spends most of the time on their own scientific activities to the detriment of the pedagogical orientation of the learning process and methodology. In addition, the requirements for research and publication activity are constantly increasing, and we often encounter the concentration of teachers' attention on a scientific orientation. As a result these teachers sometimes neglect the very process of teaching students, which leads to the loss of the importance of the pedagogical component of the educational process. The overall nature of the problem lies in the importance of teaching in universities, where teaching is considered a priority activity comparable to science and research. Therefore, in our environment, we can observe a gradually increasing offer of programs to strengthen the pedagogical competencies of teachers. In this article, we decided to focus on the pedagogical component of the educational process of teachers of higher educational institutions of the Chuvash Republic and their participation in the educational program. Purpose of the study: analyze how university teachers perceive and evaluate their pedagogical competencies, that is, how university teachers perceive themselves as a teacher and at the same time how they evaluate professional development programs that are focused on systematic improvement of the level of pedagogical competencies. The research problem lies in the dilemma between the pedagogical development of university teachers (participation in professional development programs) and the concentration on the research component of teaching. The central point of this entire study is the perception of their own pedagogical development by the university teachers themselves and the assessment of the quality of professional development programs. We chose to conduct detailed interviews with 25 teachers from the Chuvash State University of the Chuvash Republic as the central method for data collection. The respondents perceive other university professors not only as scientific experts in their discipline, but also as teachers capable of providing high-quality teaching. At the same time, none of the respondents called themselves a scientific expert in their field. All respondents would like to reduce the scientific component in their pedagogical work, leaving it for some specialized scientific centers. Also, all respondents would like to pay more attention to the very pedagogical process of teaching students - transferring knowledge, communicating with students or teaching students logical thinking, and forming high-quality professional competencies in their pupils. They also pointed out that attempting to save time in the learning process of students forms a "time bomb”, which will further negatively affect the socio-cultural development of society. Most of the respondents believe that the best way to develop their pedagogical competencies is to regularly communicate with their mentors - more professionally competent people. They do not believe that the use of advanced training programs is so important.

The Degree To Which Primary School Teachers In Amman Governorate Possess Soft Skills In Light Of Coronavirus Pandemic From Their Principals' Perspectives

The problem and the aim of the study: The rapid growth in technologies and the threat of COVID-19 pandemic have brought remarkable changes in the twenty-first century. Corona pandemic has caused a series of transformations in the different spheres of social, political, labor, economic and educational life. Different governments have launched emergency policy initiatives based on the suspension of classes and the closure of educational centers to continue teaching activities from homes through the use of information and communication, which led to the emergence of new skills that the teacher should possess in order to keep pace with modern developments and to continue with the student learning process. The primary school teacher is required to develop his soft skills with quality and efficiency, to be in line with the great technological renaissance the world is witnessing in the field of teaching, knowledge and culture, and to realize that one of his new tasks is to be a guide, facilitator and assistant for students to learn by themselves. Accordingly, the study aimed at finding out the degree to which primary school teachers in Amman Governorate, possess soft skills in light of Coronavirus pandemic from the viewpoint of their principals.
 Research methods: The researcher reviewed the related literature to narrow the topic and aggregate the theoretical and empirical research related to the topic. The descriptive survey method was used in the study in addition to a 41- item questionnaire distinctly developed for gathering data. Reliability and validity of these items were checked by applying it to a pilot group of 30 principals selected randomly. (837) male and female principals from Amman governorate were selected as a study population. The sample of the study was (228) principals who were randomly selected, and constitutes (27%) of the study population.The results of the study were obtained through appropriate statistical analyses, then analyzed and discussed according to the questions of the study.
 Results: The results showed that the degree to which primary school teachers' possess soft skills was high. The results also indicated that there is a statistically significant difference according to gender variable in favor of females, while there are no statistically significant differences attributed to experience variable and the interaction between gender and experience.
 Conclusion: the study pointed out that the importance of soft-skills for teachers has got more importance under COVID-19 pandemic crisis, as utilizing soft skills in teaching will improve the quality of educational results. There is a need to create awareness among the teachers about the importance of soft skills for career advancement and how to develop and practice such skills. schools should carefully review and incorporate the desired soft skills into their curricula. However, they should also continue running specialized training workshops to help teachers further improve their soft skills. It is equally important that teachers should also make efforts for improving their skills level through self-directed readings and participation in appropriate skills development programs and activities.

Exploring Advocacy Self-efficacy Among K-12 STEM Teacher Leaders

Advocacy is an emergent dimension of teacher leadership, given its growing importance in shaping policy and facilitating reform efforts in American K-12 education. In 2014, the National Academies called for advancing advocacy-based activities and leadership among K-12 science, technology, engineering, and mathematics (STEM) teachers, who are presently understudied. The purpose of this embedded single-case case study was to explore STEM teachers’ development of self-efficacy in advocacy for STEM education. Contextualizing the case, participants consisted of 11 STEM teacher leaders who were part of the STEM Teacher Ambassadors (STA) program, a year-long advocacy-focused leadership development fellowship program, jointly sponsored by the National Science Teaching Association and National Council of Teachers of Mathematics. Employing case study research methodology, primary data were collected using semi-structured interviews, while secondary data were sourced via focus group interview and documents to triangulate interview data. Utterances (i.e., participant statements, groups of statements, or segments of statements) from transcribed data were coded a priori and analyzed via four constructs of self-efficacy theory: enactive master experiences, vicarious experiences, verbal persuasion, and emotional arousal. Results revealed 157 utterances coded to self-efficacy building within STEM education advocacy. Findings suggest that STEM teacher leaders’ participation in professional development programs that specifically focus on development of policy knowledge and advocacy activities help to develop and sustain STEM teacher leaders’ advocacy self-efficacy, given that participating teachers have numerous opportunities to fully engage in mastery experiences in STEM education advocacy. Implications and recommendations for policy and suggestions for further studies are discussed.

Empowerment Programs among Local Inhabitants at Rabak Residence in Indonesia

Community service in Rabak Village, Bogor, Indonesia, was done for 30 days, involving 16 students from 7 faculties with an additional 1 lecturer as a supervisor. Activities were conducted from August until September 2017. The approach used the methodology of Hahslm with the ontology of Islam, comprehensiveness in epistemology, and axiology of balancing. This guidance method utilized the straight path theory that combines the three main factors, internal, external, and reflexivities such as academicians, regulators, and ulama. For the planning and implementation, the research had objectives to map community potential, increase people capacity and transfer education. There were problems with local culture and obstacles encountered such as lack of time, sort of consolidating and coordinating with various parties in internal group members and supervisors, external parties such as sponsors, as well as the reflexivity of ulama and religious leaders. From the results of the activities, there were several successes: increasing community participation in development programs in villages, increasing motivation to learners in elementary and junior high school to continue education to higher levels, and to educate public knowledge about Islamic universities, to increase public awareness of the importance of marriage books, and increase physical building or development rehabilitation of water reservoirs, and reading parks.

Programas de desenvolvimento docente como ativadores da prática reflexiva de processos de aprendizagem: revisão integrativa

The reflection of the practice of learning processes, through participation in teacher development programs, contributes to professional emancipation and to the consolidation of an autonomous profession. It aimed to analyze the scientific evidence on the use of teacher development programs to activate the reflective practice of learning processes. It is an integrative review carried out in the SciELO, DOAJ and ERIC databases, in the period 2016-2020, resulting in 17 studies related to the theme. 9 (53%) publications redeemed on the DOAJ database were eligible, 6 (35%) on ERIC and 2 (12%) on SciELO. Studies have shown that continuing education programs are options to assist teachers in the process of reflecting on practice.

Beyond victimisation: Gendered legacies of mining, participation, and resistance

Mining developments, corporate-community conflict, and participatory community development programs can have diverse gendered impacts on people affected by mining. Thus, changing gendered relations are amongst the social, economic, and political legacies of mining. Despite growing literature on the gendered impacts of mining, little explains how and why particular developments produce divergent legacies. This paper builds on feminist understandings of primitive accumulation and social reproduction theory to understand the rapid economic, social and political change that reconfigures gendered relations between and within groups of men and women. Drawing on research across three case studies in Indonesia, I argue that while mining developments can disproportionately disadvantage women, resistance work and participation in corporate social responsibility programs (CSR) may be empowering. This paper thus moves beyond the ‘women-as-victims’ approach to uncover the social, economic, and political foundations of inequality that may be disrupted or reinforced by mining, participation and resistance. The implications of this for mining governance policy, CSR and NGOs are that gendered legacies of mining depend on how resistance or participation create opportunities to overcome structural inequalities exacerbated by mining.

Examining inquiry-based learning stages of concern for high school agriscience teachers

There is documented need for improvement of science comprehension amongst high school students in the United States, and inquiry-based learning (IBL) is a recommended teaching strategy to improve science comprehension. Several researchers have focused on examination of learning outcomes for students, but few have researched the concerns of teachers who may wish to adopt IBL methodology. This study used the stages of concern questionnaire to profile ten Midwest high school agriscience teachers’ concerns regarding implementation of IBL, before and after participation in a year-long professional development program where IBL lessons were developed and used in the participants’ high school classrooms. Results indicated that while some participants showed a positive progression in their stage of concern, most professional development program participants did not progress in their concern stage, and some developed increased resistance to IBL as a teaching strategy. This suggests that teachers may need more robust and tailored support when adopting IBL for their classrooms.

Wheat Varietal Diversification Increases Ethiopian Smallholders’ Food Security: Evidence from a Participatory Development Initiative

This study assesses the impact of a participatory development program called Seeds For Needs, carried out in Ethiopia to support smallholders in addressing climate change and its consequences through the introduction, selection, use, and management of suitable crop varieties. More specifically, it analyzes the program’s role of boosting durum wheat varietal diversification and agrobiodiversity to support higher crop productivity and strengthen smallholder food security. The study is based on a survey of 1008 households across three major wheat-growing regional states: Amhara, Oromia, and Tigray. A doubly robust estimator was employed to properly estimate the impact of Seeds For Needs interventions. The results show that program activities have significantly enhanced wheat crop productivity and smallholders’ food security by increasing wheat varietal diversification. This paper provides further empirical evidence for the effective role that varietal diversity can play in improving food security in marginal environments, and also provides clear indications for development agencies regarding the importance of improving smallholders’ access to crop genetic resources.

Towards Programs Sustainability: An Exploration of Socio-Economic Determinants for Effective Community Participation in Development Programs in Tanzania

The Late President of the United Republic of Tanzania Mwalimu Julius. K. Nyerere in his book titled freedom and development published in 1973 once stressed that ‘if real development is to take place, the people have to be involved’. Similarly, several scholars strongly advocate for the involvement of people in development undertakings that have impact on their day to day lives. On account of such public outcry and views from various scholars with regard to the essence of peoples’ involvement in development initiatives within their communities, this study set out to empirically examine the determinants of effective community participation in development programs. Specifically, the study focused on exploring socio-economic determinants for effective community participation in development programs. The study employed a cross – sectional research design and a case study research strategy. Sampling procedures included purposive sampling for key informants and random sampling for programme beneficiaries. By using a 95% confidence level and Yamane 1967 formula for sample size determination, a sample of 316 program beneficiaries from three study areas of Arusha, Morogoro and Iringa within Tanzania were involved in the study. The findings of the study show that, despite of the existence of several socio-economic determinants for effective community participation in development programs, two determinants i.e., Resource availability and Literacy level of the participants were found to be the major socio – economic determinants for effective participation of community members in development programs. On account of these findings, the study recommends the need to ensure that issues relating to resource availability in any development program and literacy level of the participants need to always be looked into and addressed so that people can effectively participate with the intention of contributing to the sustainability of the program.

Elite and Empowerment of Local Communities: The Dilemma Between Participation and Mobilization in The Era of Democracy

This article discusses the role of local elites in stimulating community participation in various development programs. As is well known, the Serut Hamlet area in Bantul Regency is fostered by private institutions, while the Blue Lagoon Tourism Village is a village that grows the benefit of the community's economy. This is where the challenge of empowerment will emerge, namely the many activities that only end in a momentary 'project'. By using a qualitative approach in the form of case studies, our study shows that the contribution of the elite in the empowerment process can be said to be quite large. As it is known, the formal elite, in this case the head of the tourism village management and the hamlet head, are the owners of sufficient power to open and close access to empowerment activities. This is reinforced by the ability of the elite to care for the sustainability of activities through various means, namely optimization and mobilization. This elite ability is what makes it a determining factor in the success of community empowerment projects.

Socio-Demographic Factors and Youth Participation in Community Development Programmes in Calabar Municipality, Cross River State, Nigeria

This study investigated socio-demographic factors and youth participation in community development (CD) programmes in Calabar Municipality. The objectives of the study were to examine the influence of age, gender, educational status, marital status, and employment status on youth participation in CD programmes. Five (5) research questions and hypotheses were formulated to guide the study. Data were obtained by administering questionnaire to three hundred and ninety-nine (399) youths and in-depth interview with ten (10) community leaders, bringing the total number of participants to 409. Data were presented using descriptive statistics, charts, frequencies and percentages. The hypothesis were tested for significance 0.05 level of significance using Chi-square (X 2 ) test, while the possibility of youths’ participation in CD programs was predicted using regression analysis. Results of the study showed that: majority of youths(79.9%) in Calabar Municipalityhave participated in CD programmes, mostly at the implementation stage. There is no significant influence of age, gender, employment status and marital status on youth participation in CD programmes; however, there is a significant influence of educational attainment on youth participation in CD programmes in Calabar Municipal LGA. In conclusion, there is need to educate and create awareness so that youths can participate effectively in CD programmes. Based on the findings, it is recommended that Government should join efforts with policy makers to formulate and implement policies that will focus on educating the youths in general, especially those within 18-27 years, less educated and students/unemployed on the need to participate in CD programmes. Social workers should sensitize community leaders on the need to provide youths the opportunity to participate in all levels of CD programmes. They should work with youth to develop their capacity and provide them with training to enhance their community development and leadership potentials. Keywords: Socio-demographic factors, Youth participation, Community development programmes DOI: 10.7176/RHSS/10-24-06 Publication date: December 31 st 2020

Factors Constraining Youth Participation in Economic Development in Zanzibar

Nowadays, young people especially in the developing economies are not accorded equal chances to participate in decision making for economic development. The main objective of this study was to examine the factors that constrain youth participation in economic development in Zanzibar. A quantitative research method design was adapted to collect primary data from respondents. Data was collected from 181 respondents using structural questionnaire and descriptive statistical technique was used for data analysis. The study identified three factors notably; low levels of education, lack of entrepreneurship skills and inferiority complex for hindering youth participation in decision making processes for economic development in Zanzibar. The finding revealed that, the majority of the respondents 149 (82%) agreed that, the participation of youths will influence effective outcome in economic development, 96 (53%) of the respondents agreed that, low level of education is the major factor that hinders youth participation in economic development programs and the majority of respondents 59 (33%) disagreed that, policies do not address youth participation in decision making. The study recommends that, the Revolutionary Government of Zanzibar should invest much in youth for sustainability economic development programs so as to avoid joblessness in the nation. Keywords: Youth participation, decision marking and economic development DOI: 10.7176/JEP/11-24-06 Publication date: December 31 st 2020

Creating self-reliance and sustainable livelihoods amongst small-scale sugarcane farmers

ABSTRACT Purpose Creating ‘self-reliance’ and improving ‘livelihood sustainability’ amongst small-scale sugarcane farmers remains challenging in part because the underpinning theories are poorly understood. Methodology This study comprised a literature review to clarify the two concepts and a field study conducted amongst small-scale sugarcane farmers in South Africa. Findings Key to fostering sustainable livelihoods is developing human capital. Self-reliance lies in human capacity and thus impacts directly on achieving livelihood objectives. The process of developing self-reliance among farmers embraces understanding the characteristics of small-scale farmers and building farmers' capacity to run their farming enterprises, ensure sustainability of the enterprise and continuously learn. Farmers’ perspectives show that self-reliance indicators are interconnected and interdependent. Building farmer capacity goes beyond improving knowledge and skills to genuine inclusive participation in farmer development programmes especially inclusion in decision-making. Practical implications Understanding the significance of self-reliance helps extension workers prioritise building human capital as the starting point in strengthening livelihoods, and guides planning, implementing and evaluating extension programmes enhancing the capacity of farmers to run their farming operations, ensure sustainability and continuously learn. Theoretical implications This reinforces the growing understanding that extension is primarily a function of developing human capacity rather than finding specific technological solutions to challenges faced by farmers. The findings provide fresh insight into livelihoods and extension theory, bringing them closer together. Value Strengthening the theoretical connection between livelihoods and extension gives each more power and functionality and increases synergy between them.

Community Empowerment and Conservation Through Ecotourism: A Case of Bhitarkanika Wildlife Sanctuary, Odisha, India

Ecotourism is a type of sustainable tourism that aims at conservation of the environment through maintaining a balance between conservation and empowerment of local residents. However, for developing countries like India, proper implementation of ecotourism is questionable. The present study has selected Bhitarkanika Wildlife Sanctuary (BKWS), Odisha, India, which is the second largest mangrove ecosystem in India. An attempt is made to examine how far ecotourism has been successful in empowering the locals socially, culturally, and psychologically through their involvement in different organizations and its implications in achieving the conservation goals. Both primary and secondary data were used in the study. The study uses a variety of econometric techniques and case studies for finding the results. The study finds that with the creation of employment opportunities locals also have been made aware for participation in community development programs, including ecodevelopment clubs and self-help groups. However, these organizations have failed to empower the communities. Although some positive attitudes have come in discussions, the results mostly indicate that ecotourism certainly has not met the principles of empowerment. Organizational participation has therefore not been successful for the reduction of dependence on natural resources in Bhitarkanika. The support of the locals is highly essential for successful conservation policy. Thus, proper strategies need to be designed for an inclusive ecotourism approach in BKWS and beyond, one that is socially effective, psychologically and politically empowered, culturally progressive, and environmentally sustainable.

Governmental programmes associated with food insecurity among communities of descendants of enslaved blacks in Brazil.

To assess the access to government programmes and their association with food insecurity (FI) in families from quilombolas communities in Brazil. An analysis of secondary data from the 2011 Quilombolas Census was performed in Brazilian territories. The Brazilian Household Food Insecurity Measurement Scale (Escala Brasileira de Insegurança Alimentar, EBIA) was used to assess the household FI status. The relationships of governmental programmes with the levels of FI were estimated using logistic regression models. Greater national survey census of food and nutritional security of the recognised Quilombolas Brazilian territories. Totally, 8743 quilombolas families. The prevalence of household FI was 86·1 % (moderate/severe FI: 55·9 %, 95 % CI 54·8, 56·9). After adjustment for socio-demographic variables, access to rural development programmes (Food Acquisition Program: OR: 0·6, 95 % CI 0·4, 0·8, P-value < 0·01) and health programmes (Center for Family Health Support: OR: 0·5, 95 % CI 0·5, 0·7, P-value < 0·001) is inversely and significantly associated with moderate/severe FI. The Brazilian conditional cash transfer programme (Bolsa Família) was associated with quilombolas families with moderate/severe levels of FI (OR: 3·3, 95 % CI 2·8, 4·0, P-value < 0·001). The prevalence of FI was high among quilombolas families. Despite reduced participation in governmental programmes, rural development, agriculture and conditional cash transfer programmes are fundamental to the autonomy of quilombolas communities. In spite of the low participation, when families are able to access these programmes, the study revealed the importance of these initiatives in reducing the likelihood of severe levels of FI.

Istoriya obrazovaniya v Indii v pedagogicheskoj koncepcii Dzh. P. Najka

The article describes in detail the process of formation, development and reform of education in India. The great scientific and practical contribution of the Indian scientist J.P. Naik is that in his works he revealed the priority directions for the development of education in India taking into account the interests of the poorest segments of the population. He believed that all general education institutions should devote more time to participation in social welfare and national development programmes. At the heart of the education system, the scientist singled out a humanistic basis.

Positive Impacts of a Sport Intervention on Male Students of Color and School Climate

ABSTRACT A positive school climate is strongly associated with enhanced student outcomes. With the disengagement of Black and Latinx youth living in poverty being at an all-time high, participation in sport-based youth development (SBYD) programs may enhance school climate, while capitalizing on existing interests. Purpose: The purpose of this study was to examine the impact of a SBYD intervention on male students of color and school climate. Method: Using a mixed-methods quasi-experimental design, 32 male students of color (11 Black, 13 Latinx, 8 two or more races) participated in an SBYD intervention, twice a week for a total of 20 weeks (Ages 10–14, M = 11.46). School climate data were gathered at the beginning and the end of the school year. Student, teacher, and administrator focus groups and interviews were also conducted at the end of the year. Results: A statistically significant interaction was found between students who participated in the intervention and those who did not participate in the intervention, on school climate measures F(1,74) = 15.00, p < .01, partial η2 = .17. Overall school climate scores were statistically significantly greater in the intervention group (F(1,74) = 19.22, p < .01, partial η2 = .20) at the end of the year. Focus group data also revealed themes of improved school connectedness, peer support, the acquisition of social/civic skills, and school engagement. Conclusions: A SBYD intervention may be a viable strategy to engage disconnected students and increase school climate perceptions, particularly among male students of color living in poverty.

Determinants of participation in livestock development programmes: Evidence from South Africa’s Kaonafatso ya Dikgomo (KyD) Scheme

The objective of the study was to determine factors influencing participation decisions in the Agricultural Research Council’s Kaonafatso ya Dikgomo (KyD) Scheme in South Africa. A cross-sectional survey was used to collect data on socio-economic and institutional factors, as well as KyD Scheme participation decisions. The sample comprised 164 KyD Scheme participants and 81 non-participants from KwaZulu-Natal, and the Eastern Cape and Limpopo provinces. Data were analyzed utilizing probit, tobit and ordered probit models. Results showed that various socio-economic and institutional factors significantly determined decisions to participate, extent of participation and continuation of Scheme practices. Specifically, expenditure on stock feed and frequency of extension visits were the major significant factors impacting all decisions on participation, extent of participation and willingness to practise experiences learnt from being part of the KyD Scheme. The study recommends that participation in the Scheme and the extent of participation can be enhanced through increasing awareness of the Scheme at various points where stock feeds are available to farmers. Furthermore, enhanced cooperation with extension workers will provide a conduit for improving awareness of the Scheme and enhance participation.

Adult Agriculture and Natural Resource Leadership Development Program Participant Characteristics: An Evaluation of 28 Programs

Agricultural and natural resource leadership development programs are designed to build leadership capacity amongst emergent and established leaders within the industry. The purpose of the current study was to investigate the characteristics of leadership development program participants and to propose a conceptual framework within which to capture the different contextual variables that exist for adult learners. A descriptive study provides baseline participant data across a range of demographic characteristics within both individual and work-related contexts. Agricultural educators and leadership development program directors are encouraged to use the study results as a starting point for preparing recruitment strategies, developing curriculum and educational interventions, and maintaining contact with adult agricultural leadership development program alumni.

STUDI PERILAKU PENGGUNAAN RUANG GANG DI KAMPUNG SERANGAN, KELURAHAN NOTOPRAJAN, KECAMATAN NGAMPILAN, KOTA YOGYAKARTA

&#x0D; &#x0D; &#x0D; Title: Behavioral Study of Spatial Utilization of Alley in Kampung Serangan, Notoprajan Sub- District, Ngampilan District, Yogyakarta City&#x0D; The further study of alley as space in the midst of urban settlement communities is needed. The alley as space be utilized by various community activities as well as for socializing. With the limited available space in the middle of the urban settlement community of Serangan village, Notoprajan sub-district, Ngampilan sub-district, Yogyakarta, there is an apparent phenomenon of multiple community behavior in using the alley such as social interaction, drying clothes, parking a motorcycle and even cooking. Besides being used as circulation path, it makes users of the alley must also share with children who play in the alley and in between buildings. Seeing the uniqueness of the alley as a place for such community activity, the behaviors that need to be known further. The purpose of this study was to describe the behavior of urban village residents in utilizing alley as a space for social interaction. The research method used is descriptive qualitative, namely by conducting observations, interviews, documentation with photographs, measurements, observations and environmental sketches. Thus, it can be further understood that there is a sense of togetherness, tolerance in the utilization or occupying of the aisles. Community deliberations in the RT (Rukun Tetangga) area, are a mean for discussing and deciding around issues in their neigbourhood area. It is held periodically based on shared values and usually run well. Social relations and kinship among the neighbors are very important and it is significantly make the community able to live in relatively limited space and environmental resources. The strong sense of tolerance among communities in the village of Serangan can be used for development purposes. Engagement among community members can be enhanced into participatory development programs for taking care of urban settlement environments, especially in terms of slums. Kampong improvement program can be focused on taking care of physical development. The existence of community participation is one of the key success factor of development programs or improvement of urban kampong.&#x0D; &#x0D; &#x0D;