Educational Planning Research Articles

Inclusive Education in Practice in Kosovo: Perspectives of Assistants for Students with Special Educational Needs

<p style="text-align:justify"><span style="font-size:9.0pt">The field of education greatly benefits from inclusive education, which is praised for acknowledging and valuing student diversity and individual needs. Kosovo, as a newly independent country, went through major reforms, particularly in the realm of education, which is marked, among others, by initiatives that anticipate fostering and promoting inclusive education. Initiatives and programs throughout the country were designed and initiated to promote and advocate for inclusivity in the education system. To foster inclusivity, assistants for students with special educational needs were introduced to enable students with special needs to be part of regular education. Thus, in this study, the experiences of assistants for students with special educational needs in Kosovo are explored. This study employed semi-structured interviews to collect data and utilized thematic analysis to identify key themes and topics. The participants in the study included nine assistants for students with special education needs, reflecting diverse perspectives and experiences in the field of inclusive education. The following themes and topics were identified as the main findings of this study: (a) joy, excitement, and pride with the work; (b) individualized education plan (IPE); (c) lack of resources and guidelines; (d) (lack of) cooperation with parents and families; (e) united in unity: the power of collegial support; and f) promoting and advocating for inclusive education.</span></p>

Digital Media Competence in the Mexican Interactive Generation. Have Digital Competence Programs Worked in Mexico?

Objective: This research presents results of the digital media competence scale applied to Mexican youth during the period 2009-2023. With this evidence, the study is contrasted theoretically and empirically with the five major official programs on digital media competence implemented by the Ministry of Public Education of Mexico in said period. Theoretical Framework: The study was adjusted to the recommendations of international organizations such as UNESCO (2018) and the European Union (Livingstone, 2019). The scale was developed and adapted from a broader study on Internet consumption habits, digital skills, and online sociability in young people (León, et al., 2013; 2014; 2015). Method: A quantitative methodology of longitudinal descriptive cut was applied to present the empirical results of the scale on a sample of (N=4,753) high school students in Mexico. Results and Discussion: The results obtained revealed the need to include a permanent teacher training program on literacy and basic digital skills in the field of basic education, as well as the creation of content on digital communication and information in all basic education plans and programs. Research Implications: The practical and theoretical implications of this research provide sensitive information to modify future management programs within the public policy on digital culture. Originality/Value: The study contributes to the specialized literature by highlighting the management challenges that the New Mexican School headed by the current government should consider. The relevance and value of the data presented show a critical and independent position in contrast to the government's positions.

Individual Education Plan Priorities: Insights From the Autistic Community and Educators Supporting Autistic Learners

ABSTRACTIndividual education plan (IEP) quality is a strong predictor of student outcomes and progress towards their goals. In the Republic of Ireland, unlike many other jurisdictions, IEPs are not compulsory, regulated or assessed. Therefore, the aim of our co‐produced, mixed‐methods study was to identify and understand the IEP priorities of the autistic community as well as educators supporting autistic students in the Republic of Ireland and Northern Ireland. In total, 109 participants completed the survey. Sixty‐five of the participants were non‐autistic educators, 34 were autistic non‐educators, and 10 were autistic educators. Social inclusion, independence and communication were IEP goals prioritised by all participant groups. Promotion of autistic well‐being was the primary reason for these priorities. The impact of these findings, particularly as they relate to Initial Teacher Education, is discussed.

Evaluation of the Sources of Sexual Knowledge and Information among Men in Kenya

AbstractSources of sexual knowledge and information among men have impact on quality of their sexual literacy and decision making. Sexual knowledge impacts on sexual attitudes, which underpin sexual behaviours and in turn impacts the sexual health outcomes of men. A cross-sectional quantitative survey was used to assess the sources of sexual knowledge and information among 484 Kenyan adult men aged 18–54. Data analysis was performed with STATA-16. Results showed that 79% of men learned about sex from school-based sex education, 75% and 72% from peers and mass media respectively while healthcare professionals (35%) and parents (28%) had the lowest influence on sexual knowledge and information. Understanding men’s sources of sexual knowledge and information that informs their sexual decision making can influence sexuality education planning and sexological practice policies targeted to out of school youths and older men. Hence, appraising formal peer educator’s knowledge could provide transformative sexual and reproductive health support services to men.

EDUCATION OF REFUGEE CHILDREN WITHIN THE INTREF PROJECT FRAMEWORK

Amidst growing migratory movements and hurdles of assimilation, the INTREF initiative strives to craft a comprehensive strategy for the schooling of refugee children, melding e-learning, emotional and social support, along with adaptable teaching methods. This endeavor learns on principles like linguistic diversity, cross-cultural skills, and customizing the educational journey, crucial for assimilation and triumph within academic settings. Studies indicate the indispensability of bespoke linguistic assistance, cognizance of cultural variances, and personalized educational tactics for the seamless school transition and societal assimilation of children in refuge. The project devised a survey instrument aimed at evaluating the baseline educational scenario in the participating nations and formulating education plans tailored to specific needs. This survey zeroes on four pivotal areas: linguistic proficiency, cross-cultural consciousness, embracing diversity, and pedagogical customization. Feedback from 31 students, 30 teachers and 28 parents revealed a pressing need for augmented linguistic aid in Slovenia, heightened cross-cultural understanding, and classroom method modification to enrich the academic experiences of culturally diverse children. The findings also underscore a discernible discrepancy between the perspectives of educators versus those of parents and children. The insights from this survey lay the groundwork for creating innovative instructional units and resources, finely adapted to the needs of children in refuge. By forging links between theoretical insights and practical application, as well as among various educational stakeholders, INTREF is ready to enrich the discourse and practices surrounding inclusivity, and endeavor made increasingly pertinent by the recent global disruptions, including the migratory dilemma and the COVID-19 outbreak. Keywords: educational system, individualization of education, integration practices, intercultural competence, refugee children

Humans and hazardous asteroids: 30 years of experience in education and communication

ABSTRACT What to say to the public about asteroid hazards and how to say it to them? In this article, we relate how our small professional research institution (Klet Observatory, Czech Republic), devoted specifically to Near-Earth Objects (NEOs), together with the educational branch (Ceske Budejovice Observatory and Planetarium, Czech Republic), has developed and implemented a comprehensive educational programme to communicate about our scientific activities. In the beginning of the 1990s, we started some NEO presentations just as a public outreach of Klet Observatory work and an explanation to taxpayers of the usefulness of such research. After thirty years of gaining experience, we understand that education of the wider public, students, journalists, emergency services and decision-makers on hazardous asteroids and planetary defence belongs to the most important tasks of NEO scientists and research institutions (Ticha, J., & Tichy, M. (2018). Klet observatory: 25 years of experience in NEO public education and communication. Journal of Space Safety Engineering, 5(3-4), 209–210. https://doi.org/10.1016/j.jsse.2018.10.002). This paper presents a case study of NEO and asteroid hazard educational activities in South Bohemia, implemented through the Observatory and Planetarium in Ceske Budejovice, influenced by the long-term Klet NEO programme. We will also mention locally specific connections to NEOs and our future NEO education plans.

Research on the Consistency between the New Era College Entrance Examination Evaluation System and Career Planning Education

This paper systematically analyzes the relevant characteristics of career development theory and the core functions, assessment content, and requirements of the college entrance examination evaluation guided by the “China College Entrance Examination Evaluation System” in the context of educational evaluation reform in the new era. It discusses the implementation of career planning education in high school to meet the basic goal of "student-oriented" in the current education evaluation reform, which helps to form a college entrance examination evaluation system of "categorized examination, comprehensive evaluation, and diversified admission". Through investigation and research, it summarizes the policy support and practical situation of implementing career planning education for high school students across the country. Ultimately, it suggests approaches to highlight the principle of "integrated development with dual wings" and to foster students' "meta-competence" in order to enhance career planning education at the high school level.

“Sometimes We Struggle, Sometimes We Push Back:” The Educational Experiences and Aspirations of Youth with Refugee Backgrounds from the Horn of Africa

This qualitative article focuses on the high school experiences and post-secondary education (PSE) plans of 57 youth with refugee backgrounds from the Horn of Africa living in Ontario. The article is guided by two conceptual frameworks. The first is an anti-oppressive approach, which helps us examine the structural barriers at school that prevent, impede, and discourage the youth from successfully transitioning to PSE. We then use Yosso’s (2005) community cultural wealth framework to highlight the cultural capital that the youth bring from their homes and communities to navigate the challenges at school and embark on a pathway to PSE. Our findings show that while a significant number of the youth continue to face challenges, some are pushing back on the common narrative that Black African refugees are not capable of attending PSE.

Effective Pedagogical Strategies and Support Mechanisms for Enhancing the Learning Outcomes of Students with Special Educational Needs: A Systematic Approach

The educational landscape for students with special educational needs (SEN) has seen significant evolution over the years, but challenges persist in creating effective, inclusive learning environments. This paper systematically explores the pedagogical strategies and support mechanisms that have been identified as instrumental in improving learning outcomes for SEN students. Central to this study is the examination of differentiated instruction, individualized education plans (IEPs), and assistive technologies, all of which cater to the varied needs of students who require specialized support. Through a comprehensive literature review, case studies, and empirical data, the research highlights how educators can tailor teaching methods to accommodate diverse learning abilities, thereby fostering better engagement and academic success. Differentiated instruction, a key pedagogical strategy, allows educators to adapt content, process, and products to meet the specific needs of each student. This flexibility ensures that students with cognitive, physical, or sensory disabilities can fully participate in classroom activities, while still maintaining a sense of inclusion and equality. Additionally, support mechanisms such as assistive technologies—ranging from adaptive keyboards and screen readers to speech-to-text software—are proven to be invaluable in helping SEN students overcome traditional learning barriers. These technologies empower students to access educational content in ways that align with their individual capabilities, promoting independence and self-confidence in their learning journeys. Moreover, individualized education plans (IEPs) serve as personalized roadmaps that guide teachers, parents, and specialists in delivering tailored interventions and monitoring each student's progress over time. However, while these strategies and mechanisms offer immense potential for improving learning outcomes, there are significant challenges in their implementation. Many educators face difficulties in adapting their teaching methods due to limited training or insufficient resources, which can hinder the consistent application of these practices. Additionally, schools often struggle with policy constraints and funding limitations, which restrict their ability to provide necessary support, especially in under-resourced regions. The findings of this research underscore the importance of continuous professional development for educators, institutional support for inclusive practices, and strong parental involvement in the educational process. Ultimately, the study advocates for a systematic, multi-faceted approach that integrates pedagogical innovation with adequate support mechanisms. By doing so, the educational system can more effectively cater to the unique needs of SEN students, ensuring that they achieve both academic success and emotional well-being. This paper concludes with practical recommendations for educators and policymakers, offering a roadmap for fostering inclusive, supportive, and effective educational environments for SEN students. Through the combined efforts of educators, parents, and institutions, it is possible to create a more equitable educational landscape where every student, regardless of their learning challenges, is provided the opportunity to thrive.

Affordance-based lesson planning in pre-service teacher education

Abstract This article reports on an exploratory study investigating the extent to which affordance-based lesson planning is feasible and useful in pre-service teacher education. After using both affordance-based and outcomes-based lesson plans, trainee teachers in North Macedonia participated in both a survey and interviews. Respondents found both types of lesson plan useful, but in different ways and for different reasons, with some disagreement among the sample in a number of areas. While their considerations of affordance often helped them to prepare and reflect on lessons effectively, they also expressed concern about the time and cognitive challenge required to do so, with many indicating that they would appreciate more agency, both to develop their own pro formas and to explore affordance in alternative ways, such as through discussions. We conclude our article with a number of reflective questions that may be useful to other teacher educators and practicum supervisors.

The Contribution of Collaboration among the Parents, Teachers and Community on Public Secondary Schools Students’Academic Performance in Kibaha District

The study investigated the contribution of collaboration among parents, teachers and community towards improving academic performance of students in public secondary schools in Kibaha District. The study employed qualitative approach by using case study design with 61 respondents. The instruments used to collect information were interview, focus group discussion, and document review. The collected data were analyzed through content analysis for collected qualitative data. The study highlights the significant impact of collaboration among parents, teachers, and the community on enhancing students’ academic performance in public secondary schools. Effective collaboration facilitates resource mobilization, supports discipline control, and ensures the successful implementation of educational plans. To build on these benefits, schools should reinforce communication channels, actively involve stakeholders in resource and planning efforts, and promote shared responsibility for discipline, while supporting educators with professional development to improve overall educational outcomes.

Strategic Planning in Education: A Bibliometric Analysis

This study conducts a bibliometric analysis of strategic planning in education, using SCOPUS data from 2010 to 2024. The research identifies key trends and focal areas within the literature, particularly in higher education. From an initial 1,082 documents, a refined dataset of 400 was analyzed based on specific inclusion criteria. The findings reveal a significant increase in interest in strategic planning over the past decade, with the United States, China, and Indonesia as leading contributors. King Abdulaziz University and Texas A&M University are among the most prolific institutions. Central themes include the integration of strategic planning with higher education management, sustainability, and inclusive education. Network visualization shows "strategic planning" as a core theme, closely linked with topics like strategic management and curriculum development. These insights highlight the critical role of strategic planning in navigating educational challenges, offering valuable guidance for enhancing institutional effectiveness and educational outcomes.

STUDENT INTEGRATION STRATEGIES WITH DISABILITIES IN A REGULAR SCHOOL

The aim of this article was to introduce the topic Strategies for the Integration of Students with Disabilities in a Regular School. To present, with the aim of advancing the debates on inclusion in the school environment, to understand and evaluate the challenges faced in this process, through various ways and means, strategies for the effectiveness and permanence of students with disabilities in the regular schools of Brazil. As well as, analyze this process of inclusion, as a support for creating an environment in which differences are recognized and then encourage interaction and conviviality with other students and teachers of the institutions. The student is the protagonist of his own journey and for them, teachers need to recognize and seek improvements in their teaching methodologies, aimed at the effectiveness of education and the right of the student. With this, this article addresses pedagogical strategies to promote inclusion in school, its importance and a tool that can be very useful for the teacher and student that is the PEI Individualized Educational Plan, with it the teacher can observe the performance of these students and think in them as individuality, since each has its peculiarities and needs to be respected in its time. Quality education is a right of all to equal conditions to learn and to develop together in the school and social environment.

Asbestos: Communicating the Health Issues Derived from Fibrous Minerals to Society

Asbestos, also known by its commercial name “amianthus”, has been widely used in various industries due to its unique properties. However, the extensive use of asbestos has had serious consequences for human health, most notably asbestosis, an irreversible chronic lung disease. Asbestosis increases the risk of lung cancer and malignant mesothelioma, both of which are fatal. Applied sciences such as microscopy (optical and scanning electron microscopy) and geochemistry have been fundamental in characterizing the mineral fibers of asbestos to understand its role in human health. We previously used these techniques to characterize these fibers; in this study, we explored the issues associated with asbestos and asbestosis, as well as the challenges facing science communication strategies in effectively informing society and workers about these risks. The lack of scientific culture, in general, has led to a lack of public awareness of the risks of asbestos. As such, effective communication and outreach plans and strategies, including the visualization of the fibers to demonstrate why problems arise if inhaled, must be implemented to address these challenges. Educational campaigns, guidelines, and plans that are informative and actionable, teaching workers, communities, and the public about the risks of asbestos are crucial. A general knowledge of mineralogy and geochemistry is needed, and providing and disseminating proper scientific communication may help to close the knowledge gap. We use examples and experience from Spain and Italy to illustrate this matter, as we have been working on the characterization of ultramafic complexes in these countries for more than ten years. Additionally, because these countries have strict laws for asbestos-containing materials, they are currently involved in retiring and demolishing buildings and infrastructure that contain asbestos.

Integrating Technology in Tahfidzul Qur'an School Development Programs

Islamic educational institutions face the challenge of integrating information technology into their programs to enhance their long-term sustainability and effectiveness. However, there is limited research on how tahfidzul Qur'an programs can incorporate technological advances for improved school development. This study addresses this gap by exploring the development of an information technology-based tahfidzul Qur'an school program at Al Azhar International Islamic Boarding School. Utilizing an exploratory descriptive qualitative method, the research gathers insights from the school's founder to identify key strategies. The results indicate that careful planning, monitoring, and evaluation are essential for achieving long-term educational goals. Human resource development, seen as a valuable institutional asset, must be prioritized through regular training. Additionally, optimizing information media is crucial to increase the institution's visibility and attract prospective students. The novelty of this study lies in its focus on integrating technology into religious education management. The implications suggest that effective use of technology in tahfidzul Qur'an school programs can align graduate outcomes with the institution's vision and mission, setting a model for similar educational programs seeking sustainable development. Highlights: Strategic long-term planning is vital for program success. Human resource quality is crucial for institutional growth. Technology optimization attracts potential students and ensures program sustainability. Keywords: School Development, Information Technology, Tahfidzul Qur'an, Educational Planning, Human Resource Training

ISLAMIC EDUCATION PLANNING MANAGEMENT ACCORDING TO THE QUR’AN

Management is a systematic science to understand why and how humans work together to produce something useful for other people and certain groups and society in general. The functions of management according to experts vary, but from all experts who argue about the function of management there are similarities. In this paper, the author describes the function of planning management in Islamic education. In the Qur’an there are lafad whose meaning is commensurate with management, namely lafad of which lafad (yudabbiru) in Surah Yunus/10:3 which means to regulate, that Allah is in control of everything that happens on this earth. The word planning is not found in qath’iyah (clear) lafad in the Qur’an, but many verses of the Qur’an that talk about lafad that are commensurate with the Qur’an, by definition educational planning is an effort that is systematically arranged in various ways to achieve future goals with pay attention to the economic, socio-cultural and overall fields of a country.

Description of a Longitudinal Interprofessional Education Plan and Outcomes From an Inaugural Student Cohort

ObjectiveTo describe a longitudinal interprofessional education (IPE) plan at 1 school of pharmacy including inaugural student cohort outcomes. MethodsStandards 2016 prompted the creation of an IPE task force at the University of Wisconsin–Madison School of Pharmacy to develop and implement an IPE plan consisting of outcome-based goals, a deliberate design, and a formalized assessment strategy (an approach that inspired national consensus guidance from the Health Professions Accreditors Collaborative). Beginning with the 2022 graduating class, required interprofessional learning activities were embedded longitudinally across a 4-year Doctor of Pharmacy program and included classroom-, simulation-, and clinical-based IPE activities. Student learning outcomes, focused on attitudes, skills, and behaviors, were assessed longitudinally using 3 self-reported, validated measures allowing before and after comparisons: Student Perceptions of Interprofessional Clinical Education–Revised, Version 2, Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3, and Interprofessional Collaborative Competencies Attainment Survey–Revised, coupled with the Individual Teamwork Observation and Feedback Tool. ResultsEnd point Student Perceptions of Interprofessional Clinical Education–Revised, Version 2 and Interprofessional Education Collaborative Competency Self-Assessment Tool, Version 3 average scores were in the agree to strongly agree range with statistically significant before and after change in 80% (4 of 5) of subscales. Students’ attainment and demonstration of positive teamwork behaviors were evidenced by statistically significant before and after changes in advanced pharmacy practice experience student Interprofessional Collaborative Competencies Attainment Survey–Revised scores and universal satisfactory ratings of advanced pharmacy practice experience students on the Individual Teamwork Observation and Feedback Tool. ConclusionA developmentally progressive, longitudinal IPE plan was implemented into a 4-year Doctor of Pharmacy program. Inaugural student cohort assessment results documented students were prepared for interprofessional practice upon graduation.

Dedicated OAM Oncology Navigation program to improve access to medication education, ePRO enrollment, and physician treatment plan completion adherence.

234 Background: Effective coordination of oncology care is essential for optimizing patient outcomes and ensuring adherence to treatment plans. When an Oncology Navigation program is implemented specifically related to patients on Oral Anticancer Medications (OAMs), it directly improves patient access to medication education and treatment adherence through enrollment in ePRO (electronic patient reported outcomes) tracking systems. Currently, there is limited evidence published related to the quantitative impact of dedicated OAM Navigation programs on patient treatment review and coordination visits, and provider completion adherence to treatment plans. Methods: This quality improvement initiative aimed to evaluate the impact of implementing an OAM Navigation program. Data were collected over a 90-day pilot period from a single geographic region within a community oncology practice. The patients’ medical records were reviewed to assess completion of treatment review and coordination visits by an APP or Physician, ePRO enrollment, and provider adherence to completion of treatment plans. Results: Analysis of the data revealed a significant increase in completed treatment review and coordination visits following the implementation of the OAM Navigation program, with a 28% increase observed compared to pre-implementation levels. Enrollment to ePRO system increased from 46 patients’ pre-pilot to 272 patients within the pilot period, a 491% increase in enrollment. Additionally, provider adherence to completion of treatment plans showed a marked improvement, increasing by 50% post-implementation. These findings suggest that the OAM Navigation program effectively facilitated enhanced quality and safety of care provided. Conclusions: Dedicated OAM Navigation programs play a crucial role in improving patient outcomes and optimizing oncology care delivery. Our findings demonstrate the significant positive impact of an OAM Navigation program on increasing patient education, ePRO enrollment, and improving provider adherence to completion of treatment plans. Incorporating OAM Navigation programs into ambulatory oncology practices can lead to more efficient and effective care coordination, ultimately enhancing the quality and safety of care. As we continue to expand and refine this program, we look forward to sharing our research findings and insights with the broader oncology healthcare community.

Instructional Leadership and Implementation of Inclusive Education Practices of School Heads

This study determined the relationship between instructional leadership practices and implementation of inclusive education practices of public elementary and secondary school heads in the Division of Camarines Norte. The study employed descriptive-correlational research design with survey questionnaire checklist as the data-gathering instrument. Total enumeration was employed in this study which involved one hundred two (102) teachers, twenty-one (21) public elementary school heads, and fifteen (15) secondary school heads in the locale of the study. Based on the findings, it is concluded that the public elementary and secondary school heads very satisfactorily implemented their instructional leadership practices along school-based review, contextualization and implementation of learning standards, teaching standards and pedagogies, teacher performance feedback, learner achievement and other performance indicators, learning assessment, learning environment and career awareness and opportunities except learners’ discipline wherein they were rated outstanding. Moreover, they almost fully implemented the inclusive education practices along identification, assessment, and placement, developing individual education plan, providing assistance and reporting. There is a weak positive correlation between learning environment and identification, assessment and placement practices, while assistance has a significant correlation along learning environment, and reporting is significantly correlated along teacher’s performance and feedback and career awareness and opportunities. The identified issues and concerns affected how they cater to learners with special needs. A guidebook is therefore proposed to address the instructional leadership practices and inclusive education practices of the school heads in public elementary and secondary schools in the Division of Camarines Norte.

Quality Improvement Initiative: Identifying Barriers to Reducing Time to First Feed With Human Milk in Low Birth Weight Infants.

Early exposure to human milk and time to first trophic feed in low birth weight (LBW) infants (<2 kg) is associated with a decreased risk of mortality, sepsis, and length of hospital stay. This project, focused on infants born at less than 2 kg, aimed to identify the mean time to first feed after birth, identify barriers to initiation of the first feed, and meet the target of having 90% of infants receive their first feed within the first 6 hours of life. This quality improvement (QI) project occurred in a thirty-bed level III NICU over 29 months using two Plan-Do-Study-Act (PDSA) cycles. A first-feed audit tool and a multifaceted educational plan were at the forefront of this initiative. Interventions were multidisciplinary, targeted, and extended to all healthcare team members caring for LBW infants, including staff of Labor and Delivery, the NICU, and the Child Health Transport Team. At the end of the QI project, 91.3% of inborn infants and 27.5% of outborn infants were being fed by 6 hours of age, compared with 78.8% and 12.5%, respectively, prior to the project. The mean time to first feed for inborn infants after the PDSA cycles was reduced to 4.4 hours, having a decrease of 80 minutes. A multidisciplinary approach was a key factor in the success of this QI initiative. Increasing staff education and improving clinical practice guidelines regarding the importance of early exposure to human milk are associated with reducing first feed times after birth.