Educational Requirements Research Articles

High school financial education courses in the United States.: What is the importance of setting state policies?

Abstract Access to financial education courses makes a difference in high school students’ future financial lives. However, little data have been available to assess the access students have to these classes and what types of financial education are offered throughout the United States. We describe a novel dataset of over 19,000 hand-coded high school personal finance courses for over 7,400 high schools across the United States. These data cover the academic years from 2019–2020 to 2022–2023. The most common type of financial education offered is a semester-long course focused entirely on financial education, rather than, for example, a course on another topic that builds in a section on financial education. Schools that are in rural areas, schools with a higher percentage of Black students and schools that are geographically isolated from peers with high financial education requirements are less likely to require financial education courses for graduation.

SOCRATIC METHODS IN EDUCATION BASED ON CONFLICT DIALOGUE

The structure and plot of the Socratic dialogue are analyzed. The main forms and principles of the method are revealed, and its results are correlated with the requirements of the Republican basic general education for the possible approbation of the method by teachers of humanities.

Implementing Comprehensive Sex and Sexuality Education in Kindergarten-Grade 12 Schools: Guiding Practices and Examples.

Comprehensive sex and sexuality education (CSE) is an evidence-based intervention associated with improved sexual and reproductive health outcomes. Currently, there are no standardized requirements for sex and sexuality education in the United States, despite expert recommendations. In the United States, a Whole School, Whole Community, Whole Child theoretical model proposed by the Centers for Disease Control, and current examples of school sex education policy is used to make recommendations for the standardization of comprehensive sexual health education in K-12 schools. This article describes the necessary components to adopt CSE equitably, and provides an example of the process implemented to improve CSE in 1 school district in Pittsburgh, PA. Understanding the key components of legislation that align with recommended standards, and the process of advocating for school policy change, allows local advocacy groups and education policymakers to create and pass feasible legislation that will ensure appropriate instruction. There is additional room for improvement in states and local districts that have current CSE legislation, to adopt approaches grounded in frameworks that critically evaluate social determinants of health and amend legislation to further improve health equity. Several states and local districts have passed CSE regulations, and are implementing and evaluating their efficacy, providing support and examples for other regions interested in adopting similar policies and processes. Pittsburgh Public Schools can be used as an example adapting current legislation and adopting more comprehensive language.

Centering equity in a longitudinal health systems science curricula

What was the educational challenge? Health inequity impedes care at every level of the health care system. Despite this, health equity is not the foundation for most health systems science (HSS) curricula. What was the solution? We reframed our HSS curricula to focus on health equity. How was the solution implemented? We integrated equity concepts into all HSS content areas. First-year content emphasizes structural competency and is delivered through didactics, discussions, interprofessional education, panels, and service-learning requirements. Second-year content applies HSS principles in the clinical space through direct patient care and assignments. Third- and fourth-year content focuses on HSS advocacy and leadership. What lessons were learned that are relevant to a wider global audience? It is crucial to center health equity in medical curricula to improve patient outcomes. Proper faculty development, non-judgmental discussions, and integration with clinical and medical sciences are critical to successful implementation. What are the next steps? We will address feedback, emphasize relevance to patients and populations, and refine outcome measures.

Pay disparities in the Federal District Civil Police and the impacts of Law 9264/96

This article investigates the historical origin of salary disparities in the Civil Police of the Federal District (DF), with an emphasis on the implications of Law 9264/96, which established the requirement for higher education for entry into certain positions. The research employs an exploratory documentary analysis of relevant legislation and administrative records to trace the evolution of salary policies and identify points of failure in their implementation. It was observed that, despite subsequent legislative changes aimed at defining higher-level functions, an ineffective implementation resulted in salary inequalities among similar positions. This salary discrepancy originated from an administrative error in the application of Law 9264/96, maintaining the subsidies for some positions based on the mid-level salary table of Decree Law 2266/85. The article offers a critical analysis of salary policies and their consequences on the structure of the Civil Police of the DF, aiming to document the evolution of this salary difference. The conclusions indicate that such disparity not only contradicts the principles of equity and salary justice but also reflects challenges in administrative adaptation to new legal standards. The study underlines the need for periodic and effective reviews in remuneration structures to align administrative practices with legal requirements and workforce needs. The aim is to provide a historical record that clarifies the reasons for salary disparity, contributing to a deeper understanding of the complexities associated with remuneration in the same career, and suggesting paths for future reforms in human resources management in the Civil Police of the DF.

Establishment and Practice of Physical Education Evaluation Using Grey Cluster Analysis Under the Data Background

This article uses scientific methods and means to evaluate the value, elements, and processes of physical education, consistent with preset evaluation indicators through sample calculation, and then derives the characteristics of decision-making, the objectivity of indicators, the order, and other characteristics of the process. The authors have analyzed the main problems in current physical-education evaluation and its future reform and development trends under the requirements of quality education.

Minimum Education Requirements For Presidential Candidates In The Administration Of State Government

This study discusses the relevance of minimum education for presidential candidates, as stipulated in Article 169 of Law of the Republic of Indonesia Number 7 of 2017 concerning General Elections, focusing on the concept of state capacity. State capacity theory identifies three main elements: extractive, coordinative, and compliance. Higher education is considered important in increasing the capacity of state leaders, especially in dealing with the complexity of leadership tasks. Using juridical-normative research methods, this study conducted an analysis of a number of Indonesian presidents who had undergraduate education backgrounds or higher education levels. The formulation of the problem in this study is: What is the basis for consideration of the education of presidential candidates at least high school as one of the conditions for candidacy? And the results illustrate the stagnation in related laws and regulations, especially Article 169, which maintains the minimum limit of high school education for presidential candidates. By involving state capacity theory, the authors conclude the need for updates in the educational requirements of presidential candidates to increase the country's capacity to face increasingly complex tasks and challenges. Continuous evaluation of the education system and laws and regulations is essential to create more qualified national leaders in the future.

Computational analysis of socioeconomic status of women vermicompost-producing farmers of Raipur district of Chhattisgarh

Vermicompost is a great choice for organic manures as a soil amendment input. Female entrepreneurship is one of the most significant contributors to the growth of any economy. New businesses contribute to the construction of a successful business environment through economic growth, the creation of novel employment possibilities, and innovations in methods of production and products. Even though the share of women-owned and operated businesses in India has been growing gradually over the years, their overall representation continues to be very low. In this research, a computational analysis of the socioeconomic status of 134 women vermicompost producers was evaluated by using a pre-tested questionnaire to interview these women about various key independent and dependent characteristics. The findings were separated, correlated, and evaluated with averages and percentages as needed. The study concluded that vermicomposting improved rural women’s societal power, as demonstrated by their ability to pay for their families’ educational requirements and their economic contribution.

MANAGEMENT OF TEACHING STAFF AT LOCAL UNIVERSITY BY JOB POSITION

Managing lecturers at local universities is an ongoing process to help them become more and more complete in all aspects, meeting the quality of education and training requirements in the conditions of industrialization - modernization, and international integration. The article analyzes and clarifies the importance and content of the management of lecturers in local universities according to job positions, thereby proposing measures to manage lecturers, contributing to improving the training quality of local universities in the current context.
 Keywords: Teaching Staff, Job Placement, Local University.

Curriculum adaptation for the integration of children with special educational requirements: concept and methods

The integration of each child with CES is an issue that must be seriously studied. We must start from the idea that the school has the duty to ensure equal opportunities for all students. Unfortunately, in the case of the C.E.S phenomenon, the reality on the ground only shows us that there is a gap between educational policies and their implementation. The process of educational integration of students with CES includes the development of an individualized intervention plan, in which the use of effective methods of curricular adaptation plays an essential role. The way in which reference to values influences the way we look at education, as well as the way in which globalizing concepts make us forget the local/regional/national specificity of education. To illustrate them, international tests/ methods that evaluate education systems were exemplified, as well as the measures that some states have taken to bring education closer to the student’s needs, towards the new student typology of the ,,digital era”, multicultural, plurilingual. Globalization is today an undeniable phenomenon, which deeply affects the systems of states. In its current sense, the term globalization arose from the awareness that the world is in a process through which it will become a kind of ,,global village” or, at least, a single economic, socio-political and cultural system. Therefore, the implications of the phenomenon for the field of education are serious and undeniable. Part of the research undertaken on the implications of the globalist phenomenon in education tries to demonstrate that its very foundation is shaken from its foundations. Diversification and fragmentation, specific to global societies, would lead to the cancellation of national educational ideals, which will be limited to responding to economic requirements in the conditions of global competition.

Organizing and implementing the individualized training of students with CES. Pedagogical markers of support teacher intervention

Pedagogical requests focus on the personality of the supporting teaching staff and professional skills. In this sense, a series of personality traits emerge that represent defining elements with which they must be endowed and without which one cannot be actively and effectively involved in the activity of individualized training and support for students with special learning needs: flexibility , empathy, positivism, constructivism, creativity, collaboration. The conceptualization of individualized instruction is done from the perspective of the relationship between the two agents promoting learning: the learner and the support learner. At the level of mainstream education, the specialized educational service is carried out by the support teaching staff who collaborate with the teacher offering support in the effective integration of students with special educational requirements. Students with CES benefit from this support throughout their preschool and school education. The intervention of the support teacher actively contributes to the process of transforming schools from an inclusive perspective, and his role is not only to provide individualized educational assistance to children with CES, but also to support the teaching staff in mainstream education. The success of inclusion is determined by the partnership between the two for the optimal functioning of the bodies involved and by the active presence of the supporting teaching staff in the creation of adapted teaching materials, specific work and assessment tools participating in both school and extracurricular activities . The conceptualization represents the foundation regarding the development of a methodology of intervention of the support teacher in the organization and implementation of the individualized training of children with CES.

Training Requirements of Educators In Relation to Introducing Inclusive Education Practices in Existing System of Sindh, Pakistan

The study evaluates teachers’ and principals' training requirements in Sindh province, Pakistan, for effective inclusive education management. It focuses on teachers' knowledge, talent capabilities, information and ability skills, necessary training areas for teachers to enforce inclusive practices, and specific training requirements for principals to manage inclusive education practices. The study uses a survey design and a hypothesis to improve the findings. The population includes educators and administrators from the University of Karachi's Bachelor of Education program. The survey covers 10 key issues related to inclusive education training and 20 competencies for teachers and principals. Respondents rate their knowledge on a 5-point scale. The study contradicts previous research suggesting teachers are crucial in inclusive education. It found instructors have knowledge and skill competencies but no difference in management or expert support. Teachers are more supportive, but further training is needed for communicative talents and disability assessment.

Minimum quality regulations and the demand for childcare labor

AbstractMinimum quality regulations are often justified in the childcare market because of the presence of information frictions between parents and providers. However, regulations can also have unintended consequences for the quantity and quality of services provided. In this paper, we merge new data on states’ childcare regulations for maximum classroom group sizes and child‐to‐staff ratios with the universe of online job postings to study the impact of regulations on the demand for and characteristics of childcare labor. Our identification strategy exploits the unprecedented variation in regulatory reform during the COVID‐19 pandemic, relying on changes both within states over time and across children's age groups. We find evidence that these regulations reduce the number of childcare job postings and encourage providers to substitute away from higher‐skilled postings, thereby increasing the number of positions that are out‐of‐compliance with states’ teacher education requirements. In sum, the results imply that childcare regulations may reduce the demand for childcare labor, while simultaneously altering the composition of the workforce.

Translating, transmitting and transforming Waldorf curricula: one hundred years after the first published curriculum in 1925

The first Waldorf School was founded in 1919 and the first curriculum was published in German in 1925. Since then, this curriculum has been translated into many other languages and transmitted across geographical space to other cultural contexts while maintaining the character of Steiner Waldorf education. For much of the past 100 years it has been a taken-for-granted source of inspiration for Waldorf teachers. However, Waldorf education faces a number of challenges to its curriculum. In many countries it is increasingly forced to explain and justify itself to the state and comply with educational policy requirements for standardisation and testing. It is challenged to adapt to the digital age and it faces calls to modify its original Western focus and become more attuned to local cultures, while retaining its universal humanist aspirations and its intrinsic character and function. Given that the curriculum is one of the best-known features of Waldorf education, it is surprising that there has been so little research on it. Drawing on the relevant literature, this review paper explores the fundamental concepts of curriculum within Waldorf education: its primary characteristics and functions. It tracks the historical development and the way the curriculum has been adapted both to requirements within schools and to external factors. Along the way there have been differing understandings of the status and function of the curriculum, including whether and in what sense it is universal and essentially unchangeable and/or how it can be adapted. This paper highlights a number of areas in which further research is needed and reports on important new developments, which promise to sustain the viability and relevance of the Waldorf curricula.

Exploring Quality and Requirements in Faculty Development Related to Teaching.

Little is known about medical school requirements for faculty development related to teaching (FDT) in medical education. This study examined the national landscape and local faculty perceptions of their own institution's FDT requirement. An electronic survey was disseminated to Faculty Affairs Offices in US medical schools to assess FDT requirements. A second survey was distributed to faculty within one medical school to gauge faculty perceptions related to existing FDT requirements. Responses were received from approximately 33% of US medical schools and 36% of local faculty. Few responding medical schools had formal FDT requirements. There was a wide range variation of hours and activities necessary to satisfy existing requirements and consequences for noncompliance. For respondents from schools that did not have a requirement, many saw value in considering a future requirement. Many local faculty agreed that the FDT requirement improved their teaching skills. When asked to share other thoughts about the FDT requirement, several qualitative themes emerged. This study helps establish a national benchmark for the status of FDT requirements in medical education and revealed information on how to optimize and/or improve such requirements. The authors offer five recommendations for schools to consider regarding FDT.

Infection Control Experiences and Educational Needs of Geriatric Care Workers in Long-Term Care Facilities: A Pilot Study

Background: In the post-COVID-19 condition, infection control education is important for geriatric care workers who care for the elderly and are vulnerable to emerging infectious diseases. This study was conducted to enhance the insight into the experiences of geriatric care workers in managing novel infectious diseases (COVID-19) and to identify the newly required educational requirements necessary to effectively implement infectious disease control. Methods: This is a qualitative and pilot study using focus group interviews. Data from 10 participants were collected using a focus group interview. The data were analyzed using Qualitative content analysis. Results: The findings showed that geriatric healthcare workers experienced difficulties following infection control protocols and emotional distress related to visitor restrictions and had an increased workload. The participants requested further education regarding general knowledge of infectious diseases to decrease their fears of infection and reported that visual and practical teaching methods were preferable. Conclusions: Further attention is needed regarding the education of infection control to strengthen infection prevention in long-term care facilities vulnerable to the spread of emerging infectious diseases.

Alignment of University Competencies With Global Skill Measures

This study analysed two internationally recognised measurements of professional skills: the Programme for the International Assessment of Adult Competencies (PIAAC) and the Digital Competence Framework for Citizens (DigComp 2.2). This analysis aimed to establish a baseline and reference point for a comprehensive understanding of these two scales with the objective of exploring the most relevant competencies and assessing their potential benefits in fostering a technology-driven environment in higher education institutions in Saudi Arabia. The research yielded significant findings regarding the essential competencies that university students should possess, drawing insights from the two assessments and identifying gaps in existing manuals. The research outcomes include valuable insights and best practices that can empower a new generation of university learners to effectively engage with the requirements of Education 4.0.

Are Australian Cancer and Palliative Care Nurses Ready to Prescribe Medicines? A National Survey

Registered nurse prescribing has been put forth, for decades, as an innovative approach to meet growing healthcare needs, particularly in areas of care where medications are essential and highly controlled such as for patients requiring cancer and palliative care. However, the adoption of innovative health delivery models requires acceptance by key stakeholders. This study explores cancer and palliative care nurses' attitudes toward nurse prescribing and their perceptions about educational requirements for a nurse prescriber. A cross-sectional survey was distributed to Australian nurses between March and July 2021. Data were collected using the Advancing Implementation of Nurse Prescribing in Australia online survey. Pearson χ2 tests were used to examine associations between nurses in cancer care, palliative care, and all other specialties on demographics, attitudes to nurse prescribing, and educational perspectives to become prescribers. Of the 4,424 nurses who participated in the survey, 161 nurses identified they worked in cancer care and 109 in palliative care settings. Although nurses have a common set of core capabilities, their work contexts and their professional experiences shape their attitudes toward practice. Nurses in cancer care were significantly less certain than nurses in palliative care [χ2(2) = 6.68, P = .04], and nurses from all other specialties [χ2(2) =13.87, P = <.01] of the benefits of nurse prescribing (ie, nurse prescribing would decrease health care system costs, reduce patient risk). Nurses in cancer care were more certain that successfully implementing nurse prescribing requires strong support from their medical and pharmacy colleagues. In addition, nurses working in cancer and palliative care agreed that improving patient care was their primary motivator for becoming a prescriber. Open to expanding their role and responsibilities, nurses in cancer and palliative care settings reported that successfully adopting nurse prescribing must be supported by their other healthcare colleagues within the same environment, which demands strong interprofessional collaborative efforts.

Exercise professional education, qualifications, and certifications: a content analysis of job postings in the United States.

Growth in the field of clinical exercise science and the potential impacts on overall health and wellbeing have driven the need for qualified, clinically trained, exercise professionals. And yet, it is not well understood what specific credentials employers are seeking when hiring exercise professionals. The purpose of the study was to examine the qualification requirements for professionals seeking employment in exercise science, exercise physiology, kinesiology or equivalent fields. Search platforms Indeed.com and USAJobs.gov were examined within a two week period in 2022. Search terms included "Exercise Physiology", "Exercise Science", "Exercise Professional", "Exercise Prescription", "Exercise Specialist", and "Kinesiology". A total of n = 739 jobs were retrieved and n = 615 jobs were included: Exercise Science (n = 227), Kinesiology (n = 210), Exercise Physiology (n = 91), Exercise specialist (n = 53), and Exercise prescription (n = 32). Over 70% of the jobs analyzed required a bachelor's degree with the remainder requiring various levels of education. The primary certification required was personal trainer (n = 94), followed by strength and conditioning specialist (n = 33), clinical exercise physiologist (n = 26), group exercise (n = 17), exercise specialist (n = 10), and exercise physiologist (n = 5). Four job focus areas were determined: academic teaching and research, general fitness and worksite wellness, athletic performance and rehabilitation, clinical exercise specialist all with varying levels of degree and certification requirements. Job postings related to exercise related professions are varied across the United States with wide-ranging education, credentialing and certification requirements. These findings indicate the timely need for outreach to employers to highlight changing credentialing requirements due to evolving accreditation standards.

Technical Note: Individuals identified by radiographic comparison: A sample of demographics and the region of body used for identification in Clark County, Nevada, USA (2017–2020)

Radiographs regularly aid in identifications by comparing antemortem and postmortem images. The forensic community has widely accepted this method because radiographic images are low in cost, easily transferable, and generally believed to be uncomplicated to assess. However, there is a dearth of diverse, modern radiographic datasets as well as a deficiency in assessing population frequencies of nonmetric traits via radiographs. Further, radiographic comparisons, although typically required as a core competency of practicing forensic anthropologists, do not have standard training and education requirements. To understand the diversity and representation within an opportunistic dataset, we provide a case study of the demographics of decedents identified via radiographic comparison at the Clark County Office of the Coroner/Medical Examiner (CCOCME) in Las Vegas, NV, USA from 2017 to 2020. Additionally, we examined each region of the body used to make radiographic identifications. The sample was majority Caucasian and male, with a mean and median age at death of 64.9 years and 67.0 years, respectively. Our results indicated that this sample was not representative of the greater Clark County population. The most common body region used for comparisons was the chest, followed by the head and neck, pelvis, dentition, and the extremities. Thus, large generalizations made from these types of datasets must be implemented with caution due to the relative lack of diversity and representation. As well, current discussions regarding training and education of forensic anthropologists as they relate to radiographic comparisons are explored.