Public Education Policies Research Articles

The Influence of Emotional Competencies on the Entrepreneurship Intentions of University Students in Colombia

The main objective of this article is to analyze the effect of a group of predictors on entrepreneurial intention from the perspective of emotional competencies. To achieve this aim, a sample of 996 students belonging to ten public and seven private universities was selected, with each university having been granted high-quality accreditation by the Colombian Ministry of Education. The theoretical approach was based on Ajzen’s Theory of Planned Behavior (TPB), and the empirical analysis was based on structural equation models. Eight hypotheses were tested, with entrepreneurial intention as the dependent variable and emotional competencies, subjective norms, entrepreneurial self-efficacy, and entrepreneurial attitude as independent variables. The information was obtained by applying a questionnaire with a Likert scale to students of subjects related to entrepreneurship. From the findings of the study, it is concluded that in the two ecosystems analyzed (public and private), emotional competencies (EC) have neither a direct influence on entrepreneurial intention (EI) nor an indirect one since no significant influence is observed between emotional competencies and entrepreneurial attitude; however, a direct and positive effect was recorded between the self-efficacy and entrepreneurial attitude constructs on entrepreneurial intention. In addition, it is observed that subjective norms (SN) do not directly affect EI, but they do influence it indirectly, being mediated by entrepreneurial attitude and self-efficacy. The contribution of this study is focused on obtaining a better understanding of the entrepreneurial intentions of university students in Colombia, which will make it possible to foster strategies for the generation of youth employment and public policies to promote various entrepreneurial initiatives. This could be based on government regulations adopted in the last decade, which are still under development, and the broad participation of university students and research groups of higher education institutions. Furthermore, given the dearth of research examining the impact of emotional competencies on the entrepreneurial intentions of young Colombian university students, this study aims to bridge the existing knowledge gap, thereby contributing to the development of a more robust body of literature that can inform the design and implementation of educational strategies and public policies aimed at fostering entrepreneurship within the university ecosystems of this country.

POLÍTICAS PÚBLICAS EDUCACIONAIS NO AMAZONAS: UM ESTUDO DAS ESPECIFICIDADES REGIONAIS

This article discusses the implementation of Public Educational Policies in the State of Amazonas, addressing its particularities and the challenges faced in one of the richest regions in diversity, but also marked by educational inequalities. Although the Federal Constitution of Brazil, in articles 6 and 205, guarantees the right to education, the Amazonian reality reveals the need for a more in-depth look at the quality of education. The research investigates whether secretariats and technical teams are properly prepared to create and implement policies that transcend mere access to education. The central hypothesis is that the lack of qualified professionals in the State compromises the effectiveness of these policies, which requires an approach that prioritizes the interests of the school community and students, promoting quality education that meets local specificities.

The Role of the Federal Institutes of Education, Science and Technology in Forming a Workforce Aligned with Circular Economy Principles and Strategies

Objective: This study aims to assess the adherence of the themes and the current curricular matrices of the courses after high school at the Brazilian Federal Institutes of Education, Science, and Technology regarding the principles and strategies of the Circular Economy (CE). Theoretical Framework: In the current scenario of resource scarcity and climate emergency, CE emerges as a viable alternative. In Brazil, the Federal Institutes (FIs) can play a crucial role in training a qualified workforce for CE, offering professional education that meets market demands. Method: The methodology adopted is classified as qualitative and applied. Regarding its classification, it is descriptive. Regarding the design, it is classified as a documentary since the primary data source was the IFs' websites. Results and Discussion: The results reveal that 26.17% of the 554 courses evaluated have content related to CE. The analysis showed a predominance of disciplines, such as Environmental Management, but a gap in specific CE courses. Research Implications: From a practical perspective, this study provides insights into the need for changes in the current economic model regarding public education policies adopted in Brazil to prioritize areas of study. As for the theoretical contribution, the study discusses conceptual issues of CE based on findings from the Brazilian context in order to fill a research gap. Originality/Value The research highlights the importance of training professionals with critical and practical skills in CE, highlighting the need for curricular reform that meets new market demands and promotes a circular mindset.

El diseño de proyectos educativos en contextos comunitarios. Un estudio de caso en Celrà (Cataluña, España)

Previous works have shown the need to contextualize learning in community settings to strengthen identity and social cohesion in culturally diverse contexts. Recently, the “Community Funds of Knowledge and Identity” approach has been suggested with the dual purpose of linking school work with the local context and fostering shared identifications; however, its implementation process has not been described. The objective of this design-based research was to illustrate the creation of an educational project by a study group formed by different social, educational, and community agents in the municipality of Celrà (Catalonia, Spain). Results show the need to foster ecological leadership, recognize previous work, and set a community milestone to articulate the collaborative work. Implications for school and public policies in education derived from the study are also discussed.

Situating inservice teacher training in reform community of developing holistic competence to engage practice

This article investigates the situating of inservice teacher training (TT) in teaching-learning, education, and other sector reform communities for developing holistic competence to engage practice. It vignettes a holistic inservice TT resilience to situate in an often transient reform community of developing capacity to engage practice, including competence-based education (CBE) reform that often spews vague ideas in pieces amid low incentive and commitment to undergo practice. To assist, this article adopts the situated learning lens to investigate the extent to which contextualising inservice TT in authentic teaching-learning reform community resources develops competence to engage practice. In this holistic regard, the article mixes text, interview, and questionnaire methods involving 420 Cameroon inservice TT-CBE reform community subjects as part of the global education-for-all-practice reform flow. From findings, few teachers undergo narrow inservice training and lead few partners in reform oration, resenting few means and evading complex teaching-learning reform community practices. Inservice TT’s bare oration of public education policy and reform community changes prepares teachers to facilitate teacher-centred acquisition of less competence than what learners need to engage practice. The article opines ongoing inservice TT preplanning-research, onsite activity, and outcome sustainability themes to further situate in authentic reform community resources to develop holistic competence to engage complex practice.

AMAZONIA AMAPAENSE AND SCHOOL INCLUSION: CHALLENGES AND PERSPECTIVES OF STUDENTS TARGET AUDIENCE OF SPECIAL EDUCATION IN FULL-TIME SCHOOLS

This study investigated the implementation of school inclusion policies for students who are the target audience for special education in full-time schools in the Amazon region of Amapá, highlighting the main facilitators and barriers in this process. The research method is based on documentary research of primary sources, in a qualitative approach, focusing on public policies available at the State Department of Education (SEED) of Amapá. The data sources for this study included various documents, such as Pedagogical Plans, reports on specialized educational services (AEE), guidelines and public policies implemented by SEED-AP, as well as reports and questionnaires available at the management of implementation of full-time schools of SEED-AP. Data collection involved three stages: identification of documents on inclusion in full-time schools, access through requests and public platforms, and qualitative and quantitative analysis with descriptive statistics to summarize the information. The results indicate that, despite advances in public policies, the implementation of school inclusion faces significant challenges, such as the lack of adequate infrastructure, the shortage of trained professionals, and the absence of formal diagnoses of architectural barriers. Furthermore, the inequality in the distribution of resources accentuates regional disparities, limiting access to inclusive education in more isolated areas. It is concluded that, in order to achieve full and effective inclusion, it is necessary to strengthen the continuous training of professionals, improve school infrastructure and promote an equitable distribution of resources. The research suggests replicating effective inclusive practices identified in outstanding schools in the region.

Evolution of public policy education in the global South: The case of India

ABSTRACT This paper addresses the dearth of comparative knowledge on policy education in the Global South by highlighting the remarkable growth of the field in India and comparing it with the international discourse. We discuss four key themes: the growth trajectory of policy schools, the contemporary landscape, the challenges of curriculum design, and career prospects for graduates. An empirical comparison of 56 policy schools was conducted alongside interviews with stakeholders. The results suggest that the evolution of policy education in India aligns with the internationalization model. However, in school objectives, curriculum, and careers, there is an emergent Indian model. These findings shed light on the policy education patterns of a large country in the Global South and highlight the challenges faced by countries where policy education is emerging.

Understanding Drinking Water Quality in Appalachia

Key TakeawaysWhile the Safe Drinking Water Act (SDWA) applies to all public water systems in the United States, the severity and prevalence of violations vary among locations.A study investigated drinking water quality, indicated by statistics of the SDWA in the 13 Appalachian states from 2010 to 2022, to identify any differences in violations.The need for better water system management and infrastructure in economically disadvantaged regions is clear, along with public education and effective policies.

A look at the link between bio-altruistic values and pro-environmental attitude in university students

The growing environmental concern has highlighted the need to adopt pro-environmental behaviors. Despite previous research on the relationship between environmental values and attitudes, the connection between bio-altruistic values and pro-environmental attitudes in university students remains to be explored. The general objective of this study was to analyze the link between bio-altruistic values and pro-environmental attitudes in university students, and the specific objectives were to evaluate the levels of these variables in different dimensions. Using a correlational design, the New Ecological Paradigm Scale (NEP) and the Multiple Motives for Environmental Protection Scale (MEPS) were administered to 706 students from three public universities in northern Peru. The results revealed that 90.5% of the students exhibited "Good" levels of bio-altruistic values, and the majority showed positive pro-environmental attitudes. The research evidenced a significant association between bio-altruistic values and pro-environmental attitudes, suggesting that as bio-altruistic values increase, pro-environmental attitudes tend to be more positive toward the environment. These findings support previous research, highlighting the positive influence of bio-altruistic values on pro-environmental attitudes. The importance of educational and psychological factors is highlighted, underscoring the need for educational strategies to foster bio-altruistic values. It is concluded that cultivating these values in students can be crucial to promoting pro-environmental behavior and attitudes and advocating their inclusion in educational programs and public policies to build a more sustainable society.

A Survey of Lithuanian Pregnant Women's Knowledge about Periodontal Disease, Its Prevalence and Possible Influence on Pregnancy Outcomes.

Background: This study aimed to subjectively assess the changes in the oral health status of pregnant women, to find out their attitudes and knowledge about possible changes in the oral cavity that occurred during pregnancy, and their influence on the outcomes of pregnancy. Methods: 112 pregnant women who visited the Republican Siauliai Hospital during their pregnancy participated in the study. An anonymous self-administered questionnaire was used to conduct the research, surveying their demographic characteristics, oral health changes and habits during pregnancy, and awareness of possible negative pregnancy outcomes. Results: The study involved 112 pregnant women, with 35 in the first trimester, 28 in the second, and 48 in the third trimester. The findings revealed that pregnant women do not take sufficient care of their oral health: more than half of the respondents did not visit an oral care specialist during pregnancy; 22.3% of women reported brushing their teeth only once a day or less; and 35.7% did not clean interdental surfaces at all. Statistically, significantly more urban women believed there is a relationship between maternal oral health and adverse pregnancy outcomes than women living in rural areas (p = 0.013). While significant oral health changes were not observed in the first trimester, more women in the second and third trimesters reported issues such as bleeding gums, swelling, plaque accumulation, tartar, and caries (p < 0.001). Conclusions: The attitude of women towards oral health during pregnancy and their understanding of the possible risks for unfavorable pregnancy outcomes are insufficient. Notably, oral health issues become more prominent in the second and third trimesters, necessitating appropriate oral care to reduce the incidence of oral and dental diseases during pregnancy. This underscores the importance of educational and preventive public health policies focused on oral care for pregnant women, aimed at increasing awareness and promoting practices that safeguard both maternal and fetal health.

EDITORIAL Nuestra experiencia con Crossref

Our experience with CrossrefThe DOI or digital object identifier gives scientific publications a specific number used to locate them on the Internet. Crossref is the largest DOI registration agency and provides editors of scientific journals with a monthly record of the number of times an individual has visited the DOI of a work published in the Journal. This visit can measure the impact of the work as a reference for your research, to strengthen your professional knowledge, or to learn about a topic more solidly than that provided by social networks, which are full of information without a scientifically proven basis. This Editorial expresses my experience with Crossref regarding the frequency and number of visits the works published in the Journal identified with DOI have received from 2022 and 2023. In 2022, there were 11,121 visits (926/month), which rose to 13,008 visits in 2023 (1,084/month). The most frequently cited works, identified by Crossref as “top ten,” represented between 20 and 30% of the total, with a frequency of visits of 12 to 165 times. However, 70-80% received at least one visit. The most visited works were Reviews, with the majority (24/162) realized in Venezuela and in Spanish. However, works from other Latin American countries such as Mexico and Peru, in addition to Spain and Asian countries, also received visits within the “top ten”. This leads us to conclude that the Journal has more Spanish-speaking readers, even though the proportion of works in Spanish is lower than those in English. We believe that the inclusion of the DOI in the works can be effective not only to serve as an identifier for the article and to be cited in the bibliography of the publications but also so that any individual can locate a topic firsthand and thus update, transmit knowledge or apply public policies in health or education.

Da religião à espiritualidade na educação: rumo a uma regulamentação política da espiritualidade?

The analysis of the emergence of the concept of spirituality in public education policies reveals various tensions at work in the religious and secular fields. Is this emergence a ploy by large religious groups to preserve influence in societies that are putting an end to official alliances with them? Has the concept of spirituality become broad enough to designate any search for meaning, and also to satisfy the aspiration for formal equality between all forms of beliefs, cults, and non-beliefs? This article addresses the issue of spirituality and how it has been integrated into the school legislation of the Canadian province of Quebec. It analyzes the creation in that province of the Spiritual Care and Guidance and Community Involvement Service. Designed to be neutral, it is aimed at both religious and non-religious students, in an effort to promote a logic of equality.

Analysis of The Efficiency of Public Expenditure on Education in Elementary Education in The State of Alagoas

Objective: This article analyzes the efficiency of public spending on education in the municipal public network in elementary education, in all cities in Alagoas, using the data envelopment analysis method, DEA. Theoretical Framework: The present work used the variable return to scale (BCC) model, since we would be dealing with municipalities with varied realities. There are two basic ways for a unit that is inefficient to become efficient. The first would be to reduce resources (inputs) and keep products constant, which would be an input-oriented orientation; the second would be doing the opposite, increasing the result (products) from the same amount of inputs, an orientation focused on outputs. Method: The data envelopment analysis method - DEA is used to estimate efficiency with traditional inputs such as school infrastructure, capital, labor and municipal wealth. As output, the Portuguese and mathematics grades in the 9th grade, in the Saeb 2019 test, are considered, multiplied by the students enrolled in this year of education; as well as the inverse of per capita expenditure on elementary education. Results and Discussion: It was concluded that most of the benchmarkings are represented by municipalities with smaller inhabitants, indicating that the population increase in municipalities increases the demand for education. Research Implications: Thus, based on technical efficiency analyses, public policies can be proposed that mitigate the deficiencies presented in elementary education. Originality/Value: This study contributes to the literature by estimating the efficiency of municipalities in terms of public spending on education and the efficiency results are the grades of public school students. The research introduces a new output to measure efficiency, and points to new evidence for public educational policies.

Educational language policy for refugee-background students in the spotlight

This article maps the differences between the European Union’s Framework of Human Rights and state-based legal mindsets (ideologies) of language policy and planning in education. Based on the analysis of the documents released by the European Commission, the Council of Ministers and the European Council in the course of the constituting of multilingual perspective and taking the experience of its local implementation into account, this article examines common cross-state indicators in order to compare multilingual responsibility of public education policies for refugee-background students (RBSs). It concludes that the assessment of multilingual possibilities in education was not complete and impartial on the level of the European Union and for a selected jurisdiction – namely, Poland. Current regional legal regulations fail to equitably address the needs of RBSs, and national-based attention eliminated the question of newcomers’ rights in education. Moreover, as highlighted for current policy-making in the European Union, there is a gap between current legal intention and political views produced by EU institutions – for example, The Commission Action Plan on the Integration of Third-Country Nationals.

Inclusive Education Public Policies as An Alternative to The Process of Social Fragmentation

Inclusive Education Public Policies as An Alternative to The Process of Social Fragmentation

Educational Public Policies for The Rural Area: An Analysis of the Closure of Basic Education Schools in Brazil

Access to education for peasants in the history of Brazilian society has always been denied, with the absence of public policies for peasants, as the result of a political and social process of denial of minority groups. The text address the issue of closure of schools in the countryside as a growing social phenomenon that has been expanding in the countryside of Brazil. Thus, the general objective of this text is to analyze the issue of the right to education for peasants, focusing on the high number of school closures in the countryside, seeking to understand the consequences for the peasantry. The closure of this institutions has become a problem that effects the importance of the countryside in Brazil, given that access to education is a right for everyone, including those who live and are from the countryside. However, public management has closed activities in schools in the countryside, making it difficult the access to education for peasants. The research has a qualitative character, where initially a survey and bibliographic review was carried out supported by Magalh&amp;atilde;es (2017), Ribeiro (2012), Brasil (2010), Diniz (2010), Nogueira (2019), Silva (2018) and other authors. In a second segment, data was collected on the number of schools closed in Brazil between the years of 1997 to 2022, and finally, data and information processing and analysis thereof. The results indicate that the closure of schools in the countryside violates the right to human development of the peasantry, as it is understood that the uprooting of peasant culture, the lack of educational policies for the countryside and the cutting of spending on education are linked to the closure of these institutions.

Barriers and facilitators to patient education provided by nurses: A mixed-method systematic review.

To investigate the factors that facilitate or hinder nurses in providing patient education. A mixed-method systematic review. Six databases (Cochrane Library, PubMed, EMBASE, Web of Science, MEDLINE and ERIC) were systematically searched for relevant publications. The study was conducted following the JBI for mixed-method systematic reviews, and the reporting followed the PRISMA guideline. Two researchers independently performed literature screening, literature evaluation, data extraction and synthesis. PROSPERO registration number: CRD42023427451. Twenty-six eligible articles were included, including 15 quantitative articles, 10 qualitative articles and 2 mixed-methods articles. The resultant synthesis of key findings led to the identification of these barriers and facilitators, categorised into five distinct levels: nurse-related factors, organisational factors, patient-related factors, the nurse-patient relationship and interdisciplinary collaboration. The findings highlight the factors that facilitate or hinder nurses in providing patient education, suggesting that multifaceted interventions can enhance the practice of patient education in nursing and support the development of appropriate patient education guidelines or public policies. This review delineates the facilitators and barriers influencing nurses' provision of patient education, offering an initial framework for nursing managers to craft interventions aimed at enhancing the quality of patient education provided by nurses, consequently elevating the overall quality of nursing.

Encuentro de las Ciencias Sociales en la Enseñanza Problémica

The objective of this article is to identify the academic conditions that enabled the meeting of the disciplines in the Problematic Teaching of the Bachelor's Degree in Basic Education with emphasis on Social Sciences, at the University of Nariño, between 2000 and 2015. The methodology is based on the review of University files, educational regulations and testimonies from teachers and graduates. The results show that the meetings between teachers to teach social sciences in the same space-time express the option of trying to implement interdisciplinarity together with Problematic Teaching, at a time of modification of public education policies in Colombia, in the context of academic capitalism. It is concluded that the experience of a program in a regional university allows us to approach the particularities that arise, from the dynamics on a global and national scale, in the teaching of disciplines and the multi and interdisciplinarity of the social sciences.

OPTIMIZING MICROMOBILITY INFRASTRUCTURE: A COMPREHENSIVE STUDY OF DOCKING, LOCKING, AND CHARGING SOLUTIONS IN METRO CITIES

The surge in micro-mobility options, such as e-scooters and shared bicycles, has transformed urban transportation, providing a sustainable and efficient means for short-distance travel. Despite their benefits, the rapid expansion of these services has unveiled significant infrastructural challenges, particularly concerning docking, locking, and charging systems. This comprehensive study examines these challenges, evaluates existing practices, and proposes optimized solutions to improve the functionality and user experience of micro-mobility in metro cities. Through a detailed analysis of various technologies, their implementation in different cities, and their impact on urban mobility, this research aims to offer actionable insights. Key areas of focus include standardizing docking mechanisms to enhance interoperability, developing robust and user-friendly locking solutions to prevent theft and vandalism, and creating efficient, sustainable charging infrastructure. By studying successful strategies from cities like Paris, New York, and Singapore, the research identifies best practices and common pitfalls. Recommendations emphasize the importance of standardization, integration with public transportation, sustainability, user education, and supportive policies and regulations. The findings of this study aim to guide city planners and micro-mobility service providers in optimizing infrastructure, thereby enhancing the overall efficiency, security, and sustainability of urban transportation networks.

Kebijakan Publik Di Bidang Pendidikan Tinggi Dalam Kaitannya Dengan Penerapan Rekognisi Pengalaman Lampau (RPL)

Public policy in higher education is crucial in guiding the direction of learning in educational institutions. Recognition of Prior Learning (RPL) enables students to receive recognition for knowledge and skills acquired through non-formal experiences, accelerating learning, and providing fairness to those with relevant prior experiences. This research aims to analyze public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The study utilizes a qualitative method, prioritizing literature analysis as the source of data. Data is collected from scholarly works and relevant bibliographic references. Analysis is conducted inductively to gain a deep understanding, explore unique aspects, and generate hypotheses related to public policy in the implementation of Recognition of Prior Learning (RPL) in Indonesian higher education. The findings indicate that public policy in higher education plays a crucial role in directing learning policies, including RPL implementation. However, the implementation of RPL still faces several challenges, including the need for clear frameworks, adequate resources, and ethical aspects in recognizing past learning. The importance of harmonizing RPL practices at the international level also remains a focus in achieving inclusive and relevant higher education goals. Thus, this research provides a better understanding of the complexity of RPL implementation and lays the groundwork for policy and practice improvements in higher education.