Professional Training Institutions Research Articles

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Adequacy of Pharmacovigilance Training in the Health Professional Training Institutions in Uganda: Training Gaps and Opportunities for Improvement

Digitalisation and valuations: an empirical analysis of valuers’ supplemental skills requirements

ABSTRACT Digitalisation is causing significant changes in professional practices and has profound impacts on skills requirements in the service industry. Demand for jobs that require soft skills but do not involve routine processes will be high, while jobs that involve routine processes will be lost or facilitated by technology. In both instances, professionals must acquire complementary skills to operate effectively. As a service profession, valuation is set to undergo changes requiring a shift in valuers’ mindsets towards data-driven technologies. Therefore, this study aims to reveal the additional skills valuers need due to digitalisation and the approaches used to acquire these skills. The study used a qualitative approach and analysed practising valuers’ perspectives. The study’s findings indicate that information technology, time management, interpersonal, and conceptual skills are crucial for valuation practice, and practising valuers acquire these skills through personal-level or corporate-level approaches. The findings provide insights regarding knowledge gaps that require coordinated efforts from professional bodies, training institutions, and policymakers to bridge. Collaboration between institutions is necessary to ensure that the valuation profession can transition smoothly into the digital world to continue to assure society of quality valuations for a stable global economic development.

Implementation Of The Naïve Bayes Method With Approach Holistic In Predicting Student Achievement

Within the realm of education, students frequently encounter many obstacles, including defiance, absence of drive, and other intricate factors that can impact the caliber of their learning. This issue can result in many students abstaining from attending class, withdrawing from school, or prematurely leaving before completing their education. This highlights the need for proactive and preventive measures taken by educational institutions to assist children in overcoming learning barriers from a young age. Professional educational and training institutions should promptly identify potential obstacles to students' learning and take proactive measures to assist them in overcoming these difficulties. These endeavors encompass vigilant supervision, effective communication among educators, parents, and students, as well as impactful mentoring and counseling initiatives. By adopting this methodology, educational establishments can establish an all-encompassing and nurturing atmosphere that prioritizes the academic achievement of students. In this study, we employ the Naive Bayes algorithm and the Holistic Approach, two powerful tools in the field of data analysis, to forecast student academic performance at Otista Bandung Vocational School. The Naive Bayes algorithm allows us to make predictions based on the probability of an event occurring given certain conditions, while the Holistic Approach ensures that we consider all relevant factors in our analysis. This research aims to offer early forecasts for students who are susceptible to low academic performance, enabling schools to proactively intervene and avert a fall in student success. By implementing this approach, schools may offer targeted support to individuals requiring more help, while also fostering an inclusive environment that promotes academic success for all students, regardless of their circumstances.

Factors influencing implementation of simulation in nursing and midwifery training in Malawi.

The study explored factors influencing implementation of simulation-based education (SBE) in nursing and midwifery education in Malawi. This study aimed to identify factors influencing nursing and midwifery educators in selected training institutions and clinical sites. The study covered one district and four central hospitals, five professional training institutions, Ministry of Health and Nurses and Midwives Council of Malawi officials. Using mixed-methods approach, quantitative data were gathered from 293 participants, including 149 final-year nursing and midwifery students, and 144 clinical instructors. Qualitative data were obtained from 24 faculty members, 11 clinical instructors and two key informants. Researchers conducted 37 in-depth interviews, 10 focus group discussions and eight desk reviews. Descriptive statistics were used to analyse the quantitative data, while content analysis was used for qualitative findings. Five themes emerged from qualitative data: absence of simulation in regulatory body syllabi, insufficient formal training, demand for knowledgeable clinical instructors, inadequate human and material resources, and resistance to change. Survey results indicated that 83% of the participants had theoretical SBE knowledge but lacked practical skills, with only 13% considering SBE as a current teaching method. Educators emphasised lack of infrastructure, skills laboratories, teaching hospitals, equipment, and a deficit in formal training as critical barriers to SBE implementation. The study concluded that skilled educators, appropriate infrastructure and resources could facilitate SBE implementation in Malawi. Recommendations included regulatory body support, formal training for educators, utilisation of low-fidelity simulators, and establishment of SBE centres and corners in health facilities.

서예진흥의 필요성과 정책방향에 관한 연구

Modern society has transformed from a writing culture to a tapping culture through the daily life of computers and smartphones. As a result, the culture of exclusive attack has changed from an emotional recording culture to a culture of contemplative patience to a culture of impatience that shouts quickly. A culture that was accustomed to expressing emotional implications while writing and drawing changes to an exclusive emotion that strikes, spouts, and attacks while tapping, leading to school violence by being considerate of others, holding back anger, or failing to follow the rules. Therefore, arts and physical education and character education must be strengthened to reduce violent tendencies and cultivate feelings of patience and consideration, and calligraphy is a field that can satisfy this at the same time.
 The normalization of calligraphy education is a prerequisite for promoting calligraphy, and the normalization of calligraphy education is to expand calligraphy education in the elementary and secondary curriculum. To this end, an institutional mechanism is needed to experience calligraphy through non-subjects in children's and adolescents, such as a policy to revitalize calligraphy education in art subjects as a pilot project under national support, and to actively support after-school classes or creative experience activities. In other words, if support policies such as accessibility, professionalism, and education budget are prepared at the national level, the ripple effect of calligraphy education can be expected.
 In addition, even if professional manpower is trained based on Article 7 of the Calligraphy Promotion Act (cultivation of calligraphy education professionals, etc.), a mid- to long-term policy to supply and demand professional manpower should be prepared. According to the Calligraphy Promotion Act, professional manpower has majored in calligraphy or has been in the calligraphy field for more than 10 years, and after retraining them at a professional manpower training institution, an alternative to where and how to use them is needed. In other words, it is urgent to prepare a policy that can be assigned as professional manpower who can be in charge of research, education, planning, and administration at the national level. To this end, establishing a policy to institutionalize professional manpower into a separate 'calligraphy educator' (tentative name) and assign it to related institutions will provide the minimum opportunity for the calligraphy field to play any social role or contribute.
 On the other hand, the proportion of calligraphy in contemporary art is very low. In other words, although the calligraphy population is relatively large, there are still many apprenticeship education and competition-oriented work activities due to the nature of the field, so there are relatively few majors compared to the general art field. In addition, work activities centered on competitions and group competitions rather than individual exhibitions, and works based on generalized composition and similar repetition rather than creative works due to the nature of the event are prominent. For this reason, in other general art fields, there are many cold or sometimes outspoken criticism and disparagement of calligraphy, and even calligraphy is treated very insignificant in contemporary art. However, there is a problem that the art ecosystem is destroyed due to the marginal treatment of calligraphy in the public art market, such as the purchase of works by museums and art galleries, and the provision of invitation exhibition opportunities for artists in each field. It suggested a policy-making direction to solve this problem.

서예진흥의 필요성과 정책방향에 관한 연구

Modern society has transformed from a writing culture to a tapping culture through the daily life of computers and smartphones. As a result, the culture of exclusive attack has changed from an emotional recording culture to a culture of contemplative patience to a culture of impatience that shouts quickly. A culture that was accustomed to expressing emotional implications while writing and drawing changes to an exclusive emotion that strikes, spouts, and attacks while tapping, leading to school violence by being considerate of others, holding back anger, or failing to follow the rules. Therefore, arts and physical education and character education must be strengthened to reduce violent tendencies and cultivate feelings of patience and consideration, and calligraphy is a field that can satisfy this at the same time.
 The normalization of calligraphy education is a prerequisite for promoting calligraphy, and the normalization of calligraphy education is to expand calligraphy education in the elementary and secondary curriculum. To this end, an institutional mechanism is needed to experience calligraphy through non-subjects in children's and adolescents, such as a policy to revitalize calligraphy education in art subjects as a pilot project under national support, and to actively support after-school classes or creative experience activities. In other words, if support policies such as accessibility, professionalism, and education budget are prepared at the national level, the ripple effect of calligraphy education can be expected.
 In addition, even if professional manpower is trained based on Article 7 of the Calligraphy Promotion Act (cultivation of calligraphy education professionals, etc.), a mid- to long-term policy to supply and demand professional manpower should be prepared. According to the Calligraphy Promotion Act, professional manpower has majored in calligraphy or has been in the calligraphy field for more than 10 years, and after retraining them at a professional manpower training institution, an alternative to where and how to use them is needed. In other words, it is urgent to prepare a policy that can be assigned as professional manpower who can be in charge of research, education, planning, and administration at the national level. To this end, establishing a policy to institutionalize professional manpower into a separate 'calligraphy educator' (tentative name) and assign it to related institutions will provide the minimum opportunity for the calligraphy field to play any social role or contribute.
 On the other hand, the proportion of calligraphy in contemporary art is very low. In other words, although the calligraphy population is relatively large, there are still many apprenticeship education and competition-oriented work activities due to the nature of the field, so there are relatively few majors compared to the general art field. In addition, work activities centered on competitions and group competitions rather than individual exhibitions, and works based on generalized composition and similar repetition rather than creative works due to the nature of the event are prominent. For this reason, in other general art fields, there are many cold or sometimes outspoken criticism and disparagement of calligraphy, and even calligraphy is treated very insignificant in contemporary art. However, there is a problem that the art ecosystem is destroyed due to the marginal treatment of calligraphy in the public art market, such as the purchase of works by museums and art galleries, and the provision of invitation exhibition opportunities for artists in each field. It suggested a policy-making direction to solve this problem.

학교폭력 사안 처리 과정에서 초등학교 담임교사의 경험에 대한 합의적 질적 연구

Objectives This study aimed to explore the experiences of elementary school homeroom teachers in managing school violence incidents. It sought to understand these teachers' challenges and issues to provide foundational data for effectively managing school violence cases.
 Methods This study conducted interviews with nine homeroom teachers from elementary schools in Busan, Gyeongnam, and Gyeongbuk using Consensual Qualitative Research (CQR) methods. Participants were recruited through notices sent to elementary schools, teacher healing centers, and professional training institutions in the respective regions or based on recommendations from previous study participants. The participating teachers had not been in charge of school violence-related duties but had encountered such incidents in their classes over the past three years (since 2021).
 Results Analysis identified 34 categories across four incident management stages: pre-incident, immediate af-termath, investigation, and post-resolution. Through the categories of each domain, various emotional responses and perceptual changes experienced by the teachers at different stages were identified. Before the incidents, teachers felt challenges in prevention and conflict resolution and anxiety due to a lack of cooperative systems. Following an incident, they experienced confusion, self-blame, and negative emotions. During the investigation, the difficulty in maintaining objectivity and neutrality, conflict, emotional turmoil, and isolation were prominent, al-though positive changes occurred through support and cooperation from colleagues and parents. After the in-cident resolution, alongside recognizing the importance of prevention and management, teachers faced educa-tional disillusionment and emotional challenges but also discovered resilience and strength. Through these expe-riences, the teachers realized the necessity for a supportive stance, enhanced competencies, and a supporting system.
 Conclusions The study discusses and suggests ways to strengthen the teachers' capacity to manage school vio-lence cases and improve procedures. This research is expected to contribute to substantial changes in the educa-tional field.

Examiners’ Feedback Reports and their Effects on Mathematics Performance in Tanzanian Secondary Schools

The National Examination Council of Tanzania (NECTA) issues Candidates Items Response Analysis reports (CIRA) as feedback reports for improving performance in secondary schools. Despite such initiative, the performance is in critical condition. Therefore, this paper presented in the NECTA 50th years’ anniversary conference which had the theme about ‘Assessment bodies as stirrers for effective learning’, evaluated such reports. Specifically, the study explored students’ awareness of candidates’ items response analysis reports; examined the perceived usefulness of candidates’ items responses analysis reports; evaluated the availability of candidates’ items analysis reports, assessed students access of candidates’ items response analysis reports and evaluated the influence of candidates’ items responses analysis reports on mathematics performance in secondary schools. The study adopted a sequential exploratory mixed methods design, multiple regression model and feedback intervention theory. Data were collected through semi-structured questionnaires and interview from students and teachers in secondary schools. The study found that, most of the students in secondary schools are not aware of examiners’ feedback reports issued by the National Examination Council of Tanzania, hence do not make use of them, as the results they influence little on mathematics performance. Therefore, the study concludes that, there is a dire need for enforcing the effective utilization of such reports for improving performance. The study recommends therefore, teachers’ professional training institutions, T.I.E and ADEM to incorporate the use of feedback reports in their training packages. Further study may develop intervention programme on effectiveness use of feedback reports for improving performance in secondary schools.

Precarious employment as a prerequisite for career surfing

The subject of the study is the conceptualization of the phenomenon of career surfing and precarization of labor as a prerequisite for its manifestation. The object of the study is the phenomena of precarious employment and career surfing. The authors consider in detail such aspects of the topic as the role of career surfing in the perspective of the concept of fluid modernity; multidimensional manifestations of career surfing, as a result of which generalization the types of precarization are highlighted (change of job, type of work, sphere of work, directions of professional or career development; search and evaluation of vacancies or employers, areas of professional training and/or educational institutions; transnational career surfing); the ambivalent nature of career surfing, including both positive and negative manifestations; the interrelationships and qualitative differences of career surfing with the phenomena of social surfing and labor mobility. To achieve the goal, conceptual and theoretical analysis, subject-categorical analysis, systematization, generalization of scientific research results and social practice data were used. The design included solving the following tasks: identification of essential features and varieties of career surfing manifestations; differentiation of career surfing with a number of similar concepts characterizing the instability of career development; systematization of the causes and problems of studying career surfing. The main conclusions of the study are: 1) Career surfing is a multifaceted phenomenon that consists in changing the trajectory of professional career development. The types of career surfing include changing and/or searching for: a job, position, type of work, profession, specialty, sphere or direction of professional or career development. Thus, precarization of labor illustrates the manifestation of career surfing; 2) In methodological terms, career surfing is a social and psychological construct that has deep connections with the constructs of social surfing, mobility, fluid modernity, etc.; 3) The reasons for the expansion and development of career surfing are diverse and include: transformation of workplaces and types of work (including digitalization), the development of flexible forms of employment, the expansion of geographical and social migrations, etc.; 4) Career surfing is ambivalent in its social role and includes both constructive consequences (for example, coping with situations of career and social uncertainty) and destructive ones. The novelty of the research lies in the author's generalization of the results of the theoretical and methodological analysis of the studied phenomena and the justification of the definition of career surfing.

Using the modified Delphi technique to develop a framework for interprofessional education during international electives in health professions training institutions in Sub-Saharan Africa.

International electives provide a learning platform where interprofessional education and collaborative practice (IPECP) skills can be cultivated. However, hardly any frameworks to guide the implementation of interprofessional education (IPE) during international electives, especially in the context of low-income settings have been published. To address this gap, this study used the modified Delphi approach to develop an IPE framework guide for international electives to be used by health professions training institutions in Sub-Saharan Africa. A rapid literature review and a study among students and faculty in four African health professional training institutions were done to inform the process. This was followed by the modified Delphi technique that used three Delphi rounds with a panel of eight experts to build consensus on the final framework for IPE during international electives. The level of consensus was set at ≥70% on each of the statements in all rounds. Out of the 52 statements in round 1 (n = 37, 71%) reached consensus while (n = 15, 29%) of the statements did not reach consensus and were discussed in round 2. Round 2 led to 42 statements to be utilized for round 3. In round 3, all statements (42) reached a consensus and an IPE framework to guide the implementation of international electives was developed. The framework consists of three sections. Section one highlights the various IPECP competencies to be gained by learners in the areas of teamwork, interprofessional communication, roles and responsibilities of interprofessional collaborative practice, values and ethics of interprofessional collaboration, and reflection and evaluation of oneself and the team. Section two gives guidance on the structuring of the IPE international electives in health professional training institutions. This includes subsections on operational/institutional needs, acculturation considerations, teaching strategies, assessment strategies, mode of delivery, and public health considerations. Section three consists of the various practical guides and approaches that health professional training institutions could use according to what works best in their setting. The modified Delphi technique was an adequate approach to aid the development of an IPE framework to guide implementation during international electives in various health professional training institutions.

서예진흥법 내실화를 위한 서예교육 전문인력 양성 방안 제언

This article suggested ways to train and promote calligraphy education professionals to internalize the basic plan for calligraphy promotion.
 First of all, the current status and necessity of training professionals, and the opinions of related institutions and individuals were comprehensively confirmed. Currently, the training of professionals in the field of calligraphy is centered on universities (graduate schools), and only one university is currently in existence, and since graduate schools assist in the role of universities, it has been confirmed that the size of training and production of calligraphy education professionals is gradually decreasing. On the other hand, most institutions and individuals are aware of the importance of fostering calligraphy education professionals, and suggested the establishment of training institutions, standard curriculum and textbook development, treatment and employment issues after completion of training.
 Next, professional manpower training and promotion measures were classified into three categories and suggested. First of all, the designation and operation of a calligraphy professional training institution were presented. The institution designation suggested cooperation and cooperation among professional educational entities, the use of local educational institutions, consultation with local governments, and operation of designated educational institutions according to the standard curriculum for training professionals.
 Second, the introduction of a qualification system for professionals in calligraphy education was suggested. Through this, the status of calligraphy education and the promotion of quality of employment, and the linkage with measures to revitalize cultural infrastructure and tourism development were described. In addition, it suggested improving operational elasticity by linking related tasks and curricula such as planning calligraphy education, establishing educational operation plans, conducting field classes, operation, and administrative tasks, establishing an organic cooperative system.
 Finally, the formation of a calligraphy promotion network and the establishment of a foundation were presented. Specifically, it was suggested to establish a comprehensive calligraphy promotion management system for long-term stabilization of calligraphy promotion policies, and to clarify and unify policies through expert forums.

Skills for Employability in Tourism and Hospitality: Overviewof the Challenges and Needs After Covid-19

The covid-19 epidemic is leading to a huge economic crisis in the short and medium term, with tourism and hospitality industry being one of the hardest hit sectors in terms of income and employment with a great amount of decline of international demand amid global travel restrictions to constrain the virus. In this context, this study attempts to draw attention to the effects of covid-19 on tourism and hospitality employment. Specifically, two major impacts on the workforce are detected and discussed within this scope: job losses and the issue of skills in the international tourism sector (challenges and needs after covid-19). Following the examination of these effects, some suggestions for the future of employment in the tourism sector were presented. The implications of this research can affect tertiary professional training institutions, which need to address necessary changes to employability skills in the curriculum. These findings provide information for development of curriculum to meet the respective needs as the industry moves through this pandemic era.

Spanning the information divide between gynaecologic surgeons and women—We can do better

AbstractHysterectomy is one of the most common surgeries in the United States. However, there are differences in patient outcomes that can, in part, be attributed to inconsistent quality across gynecologic surgeons. Currently, surgeon quality is poorly defined and infrequently analysed. Surgeon volume is not an independent predictor of patient outcome and, while convenient, is limited across relevant factors such as appropriateness and cost. Summarising these diverse factors as a singular quality metric is elusive. Patients cannot meaningfully access physician quality, putting them in a vulnerable state that is characterised by the concept of information asymmetry. Despite the limitations of current surgeon quality metrics, there are surgeon performance characteristics that could be shared. Organising and sharing these data with women facing a gynaecologic surgery like hysterectomy are a professional duty of health systems, professional medical societies, surgeons and training institutions.

Multisource Analysis of Big Data Technology: Accessing Data Sources for Teacher Management of Sports Training Institutions

In the information age, “mobile Internet,” “cloud computing,” “Internet of Things,” and “data mining” concepts are emerging at the same time, as well as other fields of related data-based applications. The mobile application will be born as a result. Therefore, in the information age, big data, which involves information in a specific key or specialized field, has gradually begun to receive a lot of attention in recent years. In 2011, the US consulting firm McKinsey and Company first proposed the arrival of the “era of big data” and in August 2015 in China’s State Council issued a notice of action outline “to promote the development of big data.” Meanwhile, big data has gradually become an important factor in driving national reform and innovation, promoting scientific and technological progress, improving the way society is managed, and guiding changes in education and research. Big data is driving a very influential shift in thinking in an era where big data is changing the way we live, becoming the way we understand the world, and gradually becoming the source of new inventions and services. At the same time, the rapid development of big data technology for physical education teachers needs big data for management and training and other institutional managers to provide more effective ways and means of education management, but up to now, the status of big data for management is still another serious challenge, sports and training and other institutions of big data and processing process of data nonintelligent, nonclosed-loop processing, data nonlinked processing, etc. Many problems are also still very obvious. According to the new characteristics of sports big data refinement management, the current situation of sports professional training institutions teacher management, combined with sports training institutions to find some more practical sports training institutions teachers big data management methods can effectively improve the efficiency of management, teacher team building, strengthen sports training institutions to improve the quality of teaching teachers, and promote the overall quality of students have a positive impact. In this paper, we combine the characteristics of “big data” and the construction of teachers in sports training institutions, and put forward some suggestions on how to improve the level of teachers in sports training institutions in the era of big data and conclude that the construction of teachers in sports training institutions should seize the key era now and enter the “|big data era.” We conclude that the construction of teachers in sports training institutions should seize the critical era and enter the “big data era,” so as to rely on science and technology to improve the construction system of teachers in sports training institutions.

Implementation of curricular changes at a medical school

The accelerated scientific, technological, and social advances in recent years have posed new challenges for professional training institutions, where universities play a leading role. Medical schools have not been oblivious to this process. This is how Pontificia Universidad Católica de Chile implemented in 2015 a curricular reform derived from the joint work of academics, students and graduates. For this purpose, a model consisting of stages was followed, including the identification of the problem, general assessment of needs, definition of purpose and learning objectives. We worked with surveys, focus groups and committees of academics and students to identify and map content within the mesh, review terminal learning objectives while creating and reviewing courses for the vertically and horizontally integrated delivery of content and competencies. The first cohort of the new curriculum entered in 2015, consisting of 126 students. The implementation required constant follow-up and monitoring, establishing changes and adjustments according to educational needs and unforeseen conditions such as the COVID-19 pandemic. The implementation process of the new curriculum has been positive, adjusting to the defined strategic planning and responding to unexpected events.

Therapists’ experience of climate change: A dialectic between personal and professional

AbstractBackgroundHumankind is facing extraordinary existential uncertainties. Therapists are mobilised with urgency in response to the emotional and psychological needs of clients at the onset of the COVID‐19 global pandemic. At the same time, individuals and communities have been and are ever‐increasingly impacted by the seemingly inexorable climate and biodiversity crisis, yet the response of the profession is negligible.ObjectiveTo explore therapists’ experiences of climate change, particularly the dialectic between the ‘personal’ and the ‘professional’ and its implications for professional practice.MethodEight therapists participated in semi‐structured, qualitative interviews. Verbatim transcripts and emergent themes were then subjected to interpretative phenomenological analysis (IPA) using a pluralistic theoretical frame including existential, psychoanalytic and psychosocial thinking.ResultsIt was found that therapists’ personal experiences of climate change were complex and profound, as were their clients'. Therapists’ sense of feeling ill‐equipped to support clients in the climate crisis was indicated.ConclusionFindings suggest it is imperative that professional bodies and training institutions provide leadership and guidance to therapists that enables them to support clients, and themselves, facing potentially dire climate crisis realities. The present study points to a need for professional practice and the work with clients ‘in the room’, therapeutically, to incorporate attention to existential concerns and unconscious processes, by necessity underpinned by therapists’ self‐awareness of their own processes existing in parallel with the clients'. This study also strongly indicated the need to conceptualise clients and therapy itself within social, economic, cultural and political contexts.

Can Assessment Be a Panacea for All Education’s Ills? The Case of an Entrance Examination to Ghana School of Law

The 2019 entrance examination of the Ghana School of Law (GSL) recorded an unusually high failure rate which sparked a vibrant national discourse. This study sought to throw light on the reasons for the mass failure and unsuccessful students’ understanding of this experience using documentary sources and interviews. The study found that there was concern about the rising cases of unprofessional practices among legal practitioners and the authorities decided to stop the decline with the entrance examination. The entrance examination was purposefully used to restrict the number of entrants to the professional legal training institution. Also, the students who did not pass the examination felt being treated unfairly but were cowed by the fact of their failure in the examination. The study concluded that the entrance examination was used in a unique way primarily because of the notion of merit inherent in assessment which is also seen as the embodiment of acceptable standard. Keywords: External uses of assessment; Assessment and merit; The appeal of assessment; Entrance examination; Assessment as policy tool. DOI: 10.7176/JEP/13-2-01 Publication date: January 31 st 2022

Competence Development Planning of Human Resources with International Tourism Standards for Improving the Welfare of the Badung Regency Community

Abstract: This study aims to find a strategy for economic recovery through the development of human resource competencies with international tourism standards to improve people's welfare and realize the vision of the Regent and Deputy Regent of Badung in 2021-2024, namely Continuing the Happiness of the Badung Community through Development based on Tri Hita Karana. This study uses a qualitative method with a case study on the competency development program at the Agency for Personnel and Human Resources Development of the Badung Regency Government. This study finds the importance of planning and implementing human resource competency development managed by professional training institutions to produce reliable and competitive human resources and ready to meet the needs of the tourism business community in the Badung area and outside the region, including especially ten new tourist destinations that announced by the central government. For the management of human resource competency development to achieve optimal results, the learning management will utilize an online learning system and a mix of online with face-to-face/practice (blended learning). Commitment and innovative leadership from the Regent and Deputy Regent of Badung, combined with the mapping of competency development priorities of strategic value, are expected to immediately restore the economic conditions experienced by the people in Badung Regency.

Educação ambiental e agroecologia

O artigo tem como objetivo apresentar os resultados de um ensaio de formação em educação ambiental com enfoque agroecológico, e refletir sobre a construção de um projeto de extensão em educação ambiental aplicado ao espaço escolar a partir da comunidade local, visando a construção de uma proposta pedagógica para as escolas do campo. O caminho metodológico iniciou com a pesquisa bibliográfica e exploratória, seguindo pela pesquisa de campo. Como resultado, foi observado que a proximidade e interação entre a instituição de formação profissional e tecnológica, as escolas rurais e a comunidade local possibilitam novos olhares e significados para o espaço rural, como também, dinamiza o fazer pedagógico a partir dos diálogos e das práticas de campo.

Coronavirus Pandemic in Morocco: Measuring the Impact of Containment and Improving the Learning Process in Higher Education

The higher education in Morocco knows a real challenge due to the consequences of covid19. This challenge was effect by the transformation of the teaching mode from face to face (learning at school) into a distance learning (home based learning). This paper reports comparative studies of technologies that used in Moroccan Higher education and the constraints encountered the E-learning mode. The objective of this article is to describe how to success the higher education in this period of confinement via a case study and recommend a proposed solution. The experiments and results that presented in this article are based on data which collected from a private professional training institution and the collaboration of the learners in the field of study.