Pre-service Training Programs Research Articles

SELECTION AND TRAINING OF SCHOOL PRINCIPALS IN THE WORLD AND TURKEY AND THE DEVELOPMENT OF POLICIES RELATED TO THIS

The purpose of this study was to examine the selection and training of school principals in the world and Turkey, as well as to determine the policy that could be developed. For this purpose, the document analysis method was used, which is one of the qualitative research methods. Following the purpose of the study, a field survey was conducted, as a result of which it was found that there are some differences in the context of the selection and training of school principals in the world and Turkey. Based on the field study, an analysis was made in the context of important developments and practices in the world, and a policy was proposed that could be developed for Turkey. It was concluded that the pre-service and in-service training program and its content, managerial and leadership training are important and should be improved in the selection and training of school principals and that an emphasis on instructional leadership can improve the quality of education. In the context of selecting a school principal, it was concluded that a candidate's master's education degree, prior management education, or in-servise management or leadership training was required. Updating programs in the context of professional development, redefining the roles and competencies of school principals in the context of educational policy, highlighting and developing principal leadership in the context of school development and ensure school autonomy are required.

Peace and Conflict Resolution in Pre-service Teacher Training Programs in Rwanda: Human Rights Education Perspective

This study sought to explore the promotion of peace and conflict resolution in pre-service teachers’ training programs in Rwanda. The study adopted an explanatory sequential research design with a mixed research method approach. The target population was all final year pre-service teachers and tutors and lecturers in Teacher Training Colleges and Higher Learning Institutions offering educational programs in Rwanda. A sample of 365 pre-service teachers and 50 tutors/lecturers was selected using stratified, simple random and purpose sampling techniques. A likert-scale questionnaire was used to collect quantitative data and a semi-structured interview, a focus group discussion and documents were used to collected qualitative data. Quantitative data was analyzed using means and standard deviations and thematic analysis was used to analyze the qualitative data. The study found that all aspects of peace education and conflict resolution are promoted in pre-service teachers training programs. The study also found that peace education and conflict resolution are integrated in different academic documents as a standalone subject or topic in a subject or as a cross-cutting issues. Finally, the study found that lack of capacity and resources to teach peace education and conflict resolution, bullying and unfair punishments are challenges facing peace education and conflict resolution. The study recommends that relevant authorities should build the capacity of teaching staff in pre-service teacher training institutions to enable them teach peace and conflict resolution in an effective manner and to provide adequate teaching and learning resources in order to enhance the teaching of peace education and conflict resolution.

Do in-service training materials for midwifery care providers in sub-Saharan Africa meet international competency standards? A scoping review 2000–2020

BackgroundLevels of maternal and neonatal mortality remain high in sub-Saharan Africa, with an estimated 66% of global maternal deaths occurring in this region. Many deaths are linked to poor quality of care, which in turn has been linked to gaps in pre-service training programmes for midwifery care providers. In-service training packages have been developed and implemented across sub-Saharan Africa in an attempt to overcome the shortfalls in pre-service training. This scoping review has aimed to summarize in-service training materials used in sub-Saharan Africa for midwifery care providers between 2000 and 2020 and mapped their content to the International Confederation of Midwives (ICM) Essential Competencies for Midwifery Practice.MethodsSearches were conducted for the years 2000–2020 in Cumulative Index of Nursing and Allied Health Literature, PubMed/MEDLINE, Social Science Citation Index, African Index Medicus and Google Scholar. A manual search of reference lists from identified studies and a search of grey literature from international organizations was also performed. Identified in-service training materials that were accessible freely on-line were mapped to the ICM Essential Competencies for midwifery practice.ResultsThe database searches identified 1884 articles after removing duplicates. After applying exclusion criteria, 87 articles were identified for data extraction. During data extraction, a further 66 articles were excluded, leaving 21 articles to be included in the review. From these 21 articles, six different training materials were identified. The grey literature yielded 35 training materials, bringing the total number of in-service training materials that were reviewed to 41. Identified in-service training materials mainly focused on emergency obstetric care in a limited number of sub-Saharan Africa countries. Results also indicate that a significant number of in-service training materials are not readily and/or freely accessible. However, the content of in-service training materials largely met the ICM Essential Competencies, with gaps noted in the aspect of woman-centred care and shared decision making.ConclusionTo reduce maternal and newborn morbidity and mortality midwifery care providers should have access to evidence-based in-service training materials that include antenatal care and routine intrapartum care, and places women at the centre of their care as shared decision makers.

Novice Teachers’ Professional Identity Reconstruction

<p style="text-align:justify">A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.</p>

Normality of teaching aptitude of high school teachers

A study is being conducted to determine the normality of high school teachers' teaching aptitude in the Tamilnadu districts of Salem and Namakkal. Two hundred and fifty teachers were randomly chosen from thirty six Community Developmental (CD) educational blocks for a brief survey. Battery of Teaching Aptitude Test, standardized by Shamim Karim & Ashok Kumar Dixit (1986) has been employed to assess teaching aptitude. The data were subjected to descriptive analysis in order to determine the normality of the high school teachers' teaching aptitude scores. The results demonstrated that high school teachers' normal distribution scores deviated slightly from normality. The sample's general teaching aptitude was average in character, and 60.80% of teachers scoring lies within the Mean±1σ boundary limit of the normal probability curve. 22.0 percent of high school teachers have a low level of teaching aptitude in the range of less than Mean-1σ range limit. According to the Mean+1σ mentioned range limitations, 17.20% of school teachers have excellent teaching aptitude. The pre-service teacher education training programmes for prospective student teachers are strengthened with training strategies to promote and enhance required teaching aptitude.

English as a Foreign Language Teachers’ Techno-Cultural Awareness Levels and Self-Reported Competencies

Abstract Introduction: In line with technological developments, many educational institutions offer students and teachers technical opportunities to benefit both inside and outside the schools. From the perspective of utilizing technology for a more effective language learning and teaching process, the present study aims to reveal techno-cultural awareness levels and self-reported competencies of secondary school English as a Foreign Language (EFL) teachers working in Turkey. Methods: A total of 36 secondary school teachers participated in the study, and data were collected through a questionnaire and focus group interview. The focus group interview was conducted after the quantitative data analysis so that the quantitative data results guided the focus group interviews. Results: The study’s findings show that participants have positive attitudes towards using technology in EFL classes However, most participants still feel they are not competent enough to utilize it for instructional purposes. In this context, all participants agree that the education they received during pre-service and in-service training offered by the Ministry of National Education (MoNE) is insufficient. Discussion: The results obtained from data analysis are in parallel with some other studies. According to the findings, pre-service teacher training programmes need to be developed in line with the needs and expectations of teachers and learners regarding the use of technology in language teaching. Furthermore, it is suggested that teachers should be supported with much more comprehensive in-service training programmes to keep them up-to-date. In this regard, professional development programmes based explicitly on improving teachers’ technological awareness would motivate them to teach and significantly impact their self-reported capabilities. Limitations: This study was limited to 36 participants working in secondary schools in the same province. Therefore, the results cannot be generalized to all language teachers. Furthermore, the data collection process was carried out using questionnaires and focus group interviews. Conclusions: What makes this study significant is that teachers are central to the research. From this point forth, the current study results reveal the analysis of the data obtained from a small province of Turkey. However, the study shows significant and representative results because the teachers included in the study are individuals with the same educational levels. They have graduated from different universities in Turkey, and their working environments somewhat reflect Turkey’s working environments. Considering the differences between teachers’ positive attitudes towards technology utilization in EFL classes and their capabilities, it is argued that in-service and pre-service training programmes should be reviewed to overcome these deficiencies and keep up with the new developments.

India\'s Administrative Training for Civil Servants Includes Environmental Sustainability

Abstract: There is no way to anticipate what India's environmental impact will be in the next years. It is undeniable that climate change has had an impact on India in terms of difficult climatic conditions, availability of water and energy, agricultural challenges, natural disasters, and other factors. India is particularly vulnerable to climate change due to the fact that it is a major source of carbon dioxide emissions. According to the objectives of this study article, the causes for the lack of environmental sustainability as an intrinsic structure of the environment in administrative training colleges in India will be identified and explored in this article. In order to be effective, an environmental manual for training officers must be wellorganized and put into effect immediately rather than later in the future. During the United Nations Conference on Climate Change (COP-26), India committed to increasing renewable energy generation to 500 gigatonnes (GW) by 2030. Promoting solar energy, on the other hand, involves the provision of subsidies for domestic solar panel makers, which has prompted solar panel manufacturers in the United States to submit objections with the WTO. During such times, the task of senior civil servants involved in policymaking across a wide range of ministries and departments becomes more complex than it has ever been. Indian civil service training has traditionally focused on teaching administrative principles and legal requirements, filing-drafting abilities, the fundamentals of public administration, and more recently, computer training and e-governance to civil servants in the country. As part of this effort, the article seeks to emphasise the need of environmental sustainability training for public employees during their foundational pre-service training, mid-service training, and executive training development programmes for senior bureaucrats and officials. The purpose is to gain a better understanding of the existing condition of administrative training in India, including how much emphasis is placed on environmental sustainability and what additional curricular modules and programmes are required. Keywords: Climate change, Pollution, Sustainable Environment, Administrative Mechanism, District Training Institute (DTI), Disaster Management, Skill Training

Effect of 5Es Instructional Model on Achievement of Secondary Level Students in Physics

The use of the 5Es instructional model develops a deep conceptual understanding of learning in sciences. The study was conducted on a sample of 80 students who were randomly selected from a public school in district Sargodha during the academic session 2020-2021. For this study, a pretest-post test control group design was used. An intervention program based on a constructive learning approach and academic achievement test in physics were used. The study's main objective is to determine the effectiveness of secondary students' achievement in physics through the 5Es instructional model and lecture method. An achievement test was administered to both groups as a pre and post-test in order to assess their achievements. The data obtained were tabulated and analyzed by using SPSS to means,standard deviation and t-value. It is concluded that instruction based on 5Es instructional model caused significantly better achievement as compared to the lecture method. It is therefore recommended that5Es instructional model may be organized as an essential component for in-service and pre-service teachers' training programs.

The Forging Links project: Knowledge transference using pre-service teachers’ CLIL units with ICT integration

Knowledge about CLIL teaching approaches and the effective integration of ICT into learning processes seem paramount to the success of CLIL in different contexts. Nevertheless, research has shown that pre-service and in-service teachers feel unprepared for effective CLIL programme implementation. Recent research has pointed out that material design might be a successful way of improving knowledge and an aid to help teachers realise effective ICT integration efforts. This study reports on the results of a project which through the creation of specific materials for schools explores CLIL knowledge and ICT integration together with students’ perceptions in a pre-service teachers training programme. Results indicate awareness of the stages needed to develop CLIL appropriately, and capacity to use ICT in all the stages and to integrate various dimensions of knowledge together with very positive perceptions, which support learning outcomes and point to increased motivation. Nevertheless, the tasks showed ample room for improvement, especially regarding the integration of language and more innovative uses of ICT.

An Evaluation of Whole-School Trauma-Informed Training Intervention Among Post-Primary School Personnel: A Mixed Methods Study

Students’ ability to reach their potential in school—both behaviourally and academically – is linked to their educator’s knowledge of child and adolescent development, childhood adversity and trauma, and how these impact learning and behaviour. However, teacher pre-service training programmes often offer inadequate instruction to meet the needs of trauma-impacted students. The purpose of the study was to investigate the benefits of professional development training in trauma-informed approaches on school personnel attitudes and compassion fatigue. There is a paucity of research on whole-school trauma-informed approaches and most have methodological limitations via the absence of a control group. In addressing this gap, the study is one of the first to utilise a control group in the research design to ensure findings are robust. The study utilised a quasi-experimental wait-list control pre-post intervention design to evaluate the efficacy of trauma-informed professional development training. We compared attitudes and compassion fatigue among 216 school personnel (n = 98 intervention, n = 118 comparison) utilising the Attitudes Related to Trauma-Informed Care (ARTIC) scale and the Professional Quality of Life scale (Pro-QoL). Quantitative data was supplemented by qualitative focus group data. Findings demonstrated that school-personnel within the intervention group reported significant improvements in attitudes related to trauma-informed care, and a significant decrease in burnout at 6-month follow-up. Our findings demonstrate that with minimum training on the dynamics of trauma, personnel attached to a school can become more trauma-informed and have more favourable attitudes towards trauma-impacted students and consequently be less likely to experience burnout.

Tracking Down the Educational Backgrounds of Graduates of Industrial Technology Education Program of a Public University

In this day and age of globalization, effective agents and managers generate significant opportunities for professional development and progress in virtually every industry and field of effort. The primary objective of this research was to track down former students who had graduated from the Industrial Technology Education Program at Isabela State University between the academic years of 2003 to 2007. This was done in order to inquire about the graduates' current employment situations, with the ultimate goal of collecting data that can be used as a foundation for the university to improve its educational curriculum. In order to collect the information that was required, the Commission on Higher Education's Graduate Tracer (GTS) Standardized Survey Questionnaire was applied. This questionnaire was designed and is endorsed by the Commission on Higher Education (CHED-GTS, 2005, Revised 2007). According to the findings, the fact that graduates from all four campuses of Isabela State University are considered employable demonstrates that the academic program of industrial technology education that was provided between the academic years of 2003 to 2007 were both effective and relevant. This finding was based on the fact that graduates from all four campuses of Isabela State University are considered employable. Graduates are currently working in a variety of jobs in the local and global labor markets, including full-time, part-time, temporary, and contractual positions, as well as self-employment. These graduates are engaged in the roles of service workers, technicians, professionals, and associate professionals. Graduates have a high rate of success in obtaining government eligibilities and certificates, as well as passing licensure examinations, and they also have a high rate of participation at trainings and advanced studies. It was found out in this particular inquiry that the personal traits and educational backgrounds of graduates had an effect on the employment situations that those graduates found themselves in after graduation. As a direct result of this, the graduates were given at least some access to a pertinent pre-service training program that was made available to them.

Readability and Readability Formulas: English as a Foreign Language Tertiary Education Teachers' Awareness in Shaqra University, Saudi Arabia

This study is an attempt to investigate English as a Foreign Language (EFL) University teachers’ awareness of the readability concept and formulas in Shaqra University, Saudi Arabia. The study also aims at investigating whether this awareness is affected by teachers’ experience. A three-scale questionnaire was designed to gather data from randomly selected 40 EFL teachers. The collected data were analyzed using SPSS program. The results showed that EFL teachers have only an overall awareness of readability concept and are not aware of its formulas. The results also showed that there is a weak relationship between teachers’ awareness of readability and their teaching experience. Based on the findings, the study recommended that the issue of readability and readability formulas should be included in EFL teachers’ pre-service and/or in-service training programmes.
 Keywords: readability, readability formulas, reading passages, EFL teachers

Principal Candidates’ Reflective Learning During a Full-Time Internship

In this case study, we explore how principal candidates made sense of their internship by analyzing their weekly reflections during a school year. We found that candidates’ views of leadership developed from viewing leadership solely through the lens of making decisions and providing direction, to recognizing that much of the work of a school leader came from building relationships and delegating leadership responsibilities. Candidates’ experiences managing student discipline, conducting classroom walkthroughs and teacher evaluations, and leading professional development and professional learning communities (PLCs) were especially developmental. We conclude with implications for preservice training programs and future research.

How to kill two birds with one stone: EMI teachers’ needs in higher education in China

Abstract Since their implementation in China’s tertiary education system two decades ago, EMI programmes have been reported largely less successful and more problematic than envisioned. Although portrayed as killing two birds with one stone, whereby both subject content learning and English language proficiency can be achieved in the same classroom, EMI has in reality been revealed to present a series of thorny problems, from teaching quality to learning achievements, from teachers’ insufficient language proficiency to students’ unsatisfactory academic outcomes. This paper addresses one of the critical issues in EMI implementation: what teachers need in order to bring about successful language learning as well as adequate subject content learning. Data sources include a questionnaire collected from different disciplinary programmes across universities in China (n = 158), and interviews of nine lecturers from both key and non-key universities. The results suggest that the needs of these EMI lecturers cover a variety of areas, including institutional support as well as needs for professional and pedagogical training. Our findings indicate that there are similarities and differences in teacher needs between key and non-key universities with regard to institutional support and training programmes. The findings suggest that epistemic environments as well as goal-oriented pedagogical activities and adequate discourse strategies are necessary to enhance the learning experience of the students, facilitate the integration of content and language learning, and empower teachers and students to identify the best classroom practices. The needs analysis is instrumental for developing both in-service and pre-service training programmes for EMI implementation in higher education and crucial if the goal of ‘killing of two birds with one stone’ is to be achieved.

Effect of Nursing Guideline on Nurses' Knowledge and Practices regarding Chemotherapy for Women with Reproductive Cancer

Background: Reproductive cancer is an important health problem since it leads to mortality and morbidity of women in all over the world. Aim: evaluate effect of nursing guideline on Nurses' knowledge and practices regarding chemotherapy for women with reproductive cancer. Setting: The study was conducted at Nasser institute hospital (at oncology department outpatient & inpatient department). Study design: a quasi-experimental design was utilized. Sample: All nurses (40) who were working in the pre mentioned study setting during the time of the study Tools: Tool 1 self- administered structured questionnaire sheet, Tool 2 observational checklist, and Tool 3 Women's satisfaction questionnaire sheets. Results: showed statistically significant improvement in nurses’ knowledge and practical skills related to reproductive cancer and chemotherapy administration immediately post intervention and after three month follow up phase and increase Women's satisfaction level toward care provided by nurses, study confirmed statistically a highly significant positive relation between nurses' knowledge and nurses' practice and Women's satisfaction post guidelines intervention. Conclusion: nursing guideline had positive effect on nurses' knowledge and practices regarding chemotherapy which had direct effect on women’s satisfaction with nursing care they received. Recommendation: Refreshing courses pre-service and in-services training programs to enhance nurse’s practical skills at oncology units. Further research is recommended to identify factors that effect on nurse’s knowledge and their practice related to oncology patient receiving chemotherapy

COMPASSION FATIGUE OF TEACHERS HANDLING STUDENTS WITH DISRUPTIVE BEHAVIOURS IN INCLUSIVE CLASSROOM

The present study, the investigator aims to compassion fatigue of teachers while handling students with disruptive behaviours in inclusive classroom. One Hundred and Fifty teachers handling students with disruptive behaviours in inclusive setup from Sivaganga District in Tamil Nadu were chosen as sample, by using purposive sampling technique and administered with a compassion fatigue Rating Scale. The results of the research questions tested revealed that teachers were signicantly more likely to have high and moderate risk of compassion fatigue, while teachers handling students with disruptive behaviours. Male teachers experience higher level of compassion fatigue than the female teachers. This result shows that the female teachers are experiencing less compassion fatigue than male teachers and it may be due to their nature of patience, tolerance and societal & cultural background. This study revealed the need for compassion fatigue reduction training programme for the teachers handling students with disruptive behaviour. Educational Bodies like NCERT, SCERT, DIET should design in service and pre service training programme for teachers to overcome their depression and compassion fatigue while handling disruptive behaviours. Training to male counterparts to strength their emotional stability is also to be designed to combat the compassion fatigue arising out of their nature.

Preservice and Inservice Teachers' Noticing of Explicit Instruction for Self-Regulated Learning Strategies

Contemporary theories of learning and instruction as well as a large body of research have pinpointed the benefits of effective self-regulated learning (SRL) for students' academic achievements, yet research findings indicate that teachers' actual promotion of students' SRL strategies and students' actual use of such strategies are less common than expected. To extend the investigation of how and when teachers' expertise develops regarding SRL instruction practices in authentic classrooms, the current study compared preservice vs. inservice teachers' “noticing” of explicit SRL teaching behaviors in videotaped classroom vignettes. Preservice teachers in a university teacher training program (N = 296) and inservice elementary, junior high, and high school teachers (N = 305) were presented with six online video cases accompanied by questions about the videotaped teachers' instruction of SRL planning, monitoring, and evaluation strategies. The results suggested that, overall, both preservice and inservice teachers failed to notice the expert teachers' explicit SRL teaching. Furthermore, their noticing ability failed to increase over the career span, with growing teaching experience. Thus, targeted instruction is recommended during both preservice training and inservice development programs to promote all teachers' application of evidence-based explicit SRL teaching strategies.

EXPLORING THE PRACTICES OF PEACE EDUCATION IN TEACHER TRAINING PROGRAMS AT HIGHER EDUCATION IN PAKISTAN


 
 This study was designed for introducing peace education in pre-service teachers training programs in Khyber Pakhtunkhwa, Pakistan. Peace education is more effective and significant, when implemented according to the social and cultural perspective and the requirements of a country. It should develop the cultural and spiritual principles together with the world-wide human principles. The objectives of the present study were to find out the current practices of peace education and to determine the need of peace education in pre-service teacher training programs. Quantitative approach was used in this study. The research design of this study was survey and descriptive. Descriptive and survey research design is a technique in which huge data of quantitative and qualitative nature both were collected and analysed. The population of the study was comprised of all teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. And sample of the study consisted of 278 teacher educators and prospective teachers of Institute of educational research and department of education in all public sector universities in KP. For this research study for data collection self-structured questionnaire was used. The research tools cover all the aspects of peace education with relevant for pre-service teachers education. Research tool was properly validated from the experts of Peace education. First questionnaire was consisted 35 items after validation it decreases to 20 statements. All the statements related to peace education in pre-service teacher training programs. While the reliability of the questionnaire was insured through test retest method. Research personally visited all the selected institutes and collected the data. Hence, it was quantitative study by nature. So, data was analysed through SPSS (Version, 20). Both descriptive and inferential statistic for example percentage and frequencies was used in the interpretation of the data. The data were presented.
 
 
 
 

Preface

Due to the Covid-19 pandemic, the the 7th Annual International Seminar on Trends In Science and Science Education (AISTSSE 2020) were held in the virtual laboratory (online) by zoom platform and broadcast live through Youtube live streaming facility.The AISTSSE-2020, hosted by the Faculty of Mathematic and Natural Sciences, Universitas Negeri Medan, Indonesia. As the year comes to the second decade of 21st century, there have been changing in whatever field of human endeavor affecting science and science education that create paradigm shift and in practical routine. The key question of this seminar is then, whether and to what extend the Institution of science and science education develop, implement, manage, and accommodate pre-service training programs to prepare lectures and students learn that reflect the roles and competencies as required in this era; what trends and policy shifted in science and science education that shape and have strong impact on the direction of the institutions. The theme of this exciting forum is “The role of Science and Education on Digital Disruption in 21st Century”, which embraces six main topics, including:1. Fundamental and applied research in mathematics including basic mathematics, applied mathematics and statistic2. Fundamental and applied research in physics including theoretical physics and computation, geophysics, material science and technology3. Fundamental and applied research in biology including fundamental biology, applied biology and biotechnology4. Fundamental and applied research in chemistry including instrumentation, basic chemistry, and applied chemistry5. Science educationList of Advisors, Organizing Committees, Schedule of The 7th Annual International Seminar on Trends in Science and Science Education (AISTSSE) and this titles are available in this pdf.

Working towards universal health coverage: a qualitative study to identify strategies for improving student enrolment for the pre-service training of nurses, midwives and community health workers in Nigerian health training institutions

BackgroundStudent enrolment processes and practices can affect the quality of pre-service training programmes. These processes and practices may have serious implications for the quality and quantity of students within health training institutions, the quality of education for prospective health workers and consequently health workforce performance. This study assessed current student enrolment processes and practices for nurses, midwives and community health workers within health training institutions in two Nigerian states, so as to identify strategies for improving student enrolment for these key cadres of frontline health workers.MethodsThis study was carried out in Bauchi and Cross-River States, which are the two Human Resources for Health (HRH) project focal states in Nigeria. Utilizing a qualitative research design, 55 in-depth interviews and 13 focus group discussions were conducted with key stakeholders including students and tutors from pre-service health training institutions as well as policy-makers and public sector decision-makers from Ministries of Health, Government Agencies and Regulatory Bodies. Study participants were purposively sampled and the qualitative data were audio-recorded, transcribed and then thematically analysed.ResultsStudy participants broadly described the application process to include the purchase, completion and submission of application forms by prospective students prior to participation in entrance examinations and oral interviews. The use of ‘weeding examinations’ during the student enrolment process, especially in Bauchi state, was identified as a useful quality assurance mechanism for the pre-service training programmes of frontline health workers. Other strategies identified by stakeholders to address challenges with student enrolment include sustained advocacy to counter-cultural norms and gender stereotypes vis-à-vis certain professions, provision of scholarships for trainee frontline health workers and ultimately the development as well as effective implementation of national and state-specific policy and implementation guidelines for the student enrolment of key frontline health workers.ConclusionWhile there are challenges which currently affect student enrolment for nurses, midwives and community health workers in Nigeria, this study has proposed key strategies which if carefully considered and implemented can substantially improve the status quo. These will probably have far-reaching implications for improving health workforce performance, population health outcomes and efforts to achieve universal health coverage.