School-based Training Research Articles

Implementation of dual vocational education and training in Spain: the case of the Basque Country

ABSTRACT School-based vocational education and training (VET) systems are undergoing important changes with a view to strengthening their work-based learning component and, overall, their relationships with the local production environment. This paper looks at the introduction of dual VET in the Basque Country within the Spanish and European contexts. Based on an analysis of existing official information and literature as well as qualitative research carried out by the authors, the distinctive characteristics of the Basque system are documented and studied. It is shown that there has been a continuity in the ideas and relationships which have configured its trajectory from the early 1980s onwards, and that new instruments and elements of the system have been developed in the region even before those elements were fully formalised at national level in Spain.

Middle leaders as teacher educators: The case of the Kenkyushunin (chief teacher of school research) in Japan

Currently, Japan needs to create a framework that facilitates improving teachers’ professional development—a situation in which teacher educators become vital. This study focuses on the role of the kenkyushunin (chief teacher of school research) in the professional development of in-service teachers through school-based training, lesson studies, peer mentorship, and student guidance. Extant literature was analyzed to enable an in-depth understanding of their role. The findings indicated that the roles of a kenkyushunin as a teacher educator could be categorized as that of a teacher of teachers, researcher, coach, curriculum developer, and a broker. However, their role as a gatekeeper could not be confirmed. Further, their behaviors in each of these roles were also discussed. It was found that, as a school-based teacher educator, the kenkyushunin conducts lesson studies and joint research relating to the practice of teaching with colleagues and undertakes the professional development of teachers.

Research on Strategies for School-based Training of Digital Literacy for University Teachers

Research on Strategies for School-based Training of Digital Literacy for University Teachers

The Challenges and Strategies for Optimizing School-based Training for Secondary Vocational Education Teachers: A Reflection Based on Transformative Learning Theory

The Challenges and Strategies for Optimizing School-based Training for Secondary Vocational Education Teachers: A Reflection Based on Transformative Learning Theory

Understanding the teachers' disaster preparedness beliefs

This study investigated the extent of teachers' disaster preparedness beliefs regarding perceived susceptibility, perceived severity, perceived benefits, perceived barriers, cues to action, and self-efficacy and how their beliefs change concerning their demographic characteristics. The sample included 19,723 respondents who participated in the School-Based Disaster Education-Teacher Training Program of the Turkish Ministry of National Education. The results showed that teachers' preparatory beliefs, especially those associated with their perceived benefits, susceptibility, barriers, and self-efficacy, were high, whereas their beliefs were found as moderate and low levels in cues to action and perceived severity dimensions. Age, disaster education experience, and gender were found to be significant variables related to teachers' disaster preparation beliefs. However, respondents' residential areas do not show different beliefs since all regions of Turkiye are prone to short lead-time disasters. These findings can guide policymaking and interventions to promote national disaster preparedness and develop a more effective and tailor-made teacher training program.

POST-DUAL TRAINING TRANSITIONS IN MEXICO: APPRENTICES’ STRATEGIES DURING THE COVID-19 LOCKDOWN

The article explores how Covid-19 lockdown in Mexico affected the transitions of apprentices that completed the Mexican Model of Dual Training (MMDT) in 2020. The MMDT is a modality of technical and vocational education that combines work-based and school-based training at upper secondary school. We performed a longitudinal research design consisting of two waves of in-depth interviews with a sample of 52 apprentices in two states of Mexico (Coahuila and State of Mexico). The first wave of interviews took place in 2019 and the second wave in 2020, after apprentices completed the MMDT. Our analysis explores whether apprentices’ aspirations and expectations were fulfilled or how they were readjusted during their transition in times of Covid-19 lockdown. Our results show three main paths of transitions. First, a group of apprentices who settled for a second-best option in order to access HE or the labor market. Second, a group of apprentices with certain economic stability who managed to fulfil their original expectations by adapting and reacting to the circumstances; and third, a group that could afford to wait for (education or labor) opportunities to improve and decided to put their plans on hold. We conclude that the apprentices’ socioeconomic status operated as a key mediating factor that modulated the opportunities and strategies available to these youngsters in their attempt to adapt and adjust their plans according to the circumstance.

Effectiveness of school-based CPR training among adolescents to enhance knowledge and skills in CPR: A systematic review

Cardiac arrest is responsible for 5% - 10% of all deaths among children age 5-19 years; therefore, strategies to prevent poor outcomes post cardiac arrest among children are critical within schools. The purpose of this study was to systematically review the effectiveness of cardiopulmonary resuscitation (CPR) training on CPR knowledge and skills among adolescent school children. This systematic review was conducted and reported using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guideline. The complete bibliographic databases of PubMed, Cochrane Library, CINAHL and Web of Science were searched from January 2012 to August 2021. Included studies met all the eligibility criteria. The Effective Public Health Practice Project Quality Assessment Tool for Quantitative Studies (EPHPP) and Mixed Method Appraisal tool were used to appraise the quality of the included studies. Fourteen studies were included in the review, and 5418 participants were found in the databases. The studies were mainly conducted during the last decade, which suggests that the public's attention has been directed toward training schoolchildren in CPR. The most common interventions were taught in video simulation training courses. They also used subjective assessments to evaluate the participants' knowledge and skills. Findings from this systematic review reveal that CPR training within school settings effectively promoted a change in CPR knowledge and skills among adolescents. Hence, continuous training of CPR among schoolchildren should be encouraged by policymakers, school authorities, parents and teachers to optimise the prompt usage of the skills in any cardiac event. However, a high-quality randomised controlled trial would enhance the strength of evidence in this area.

School-based mental health literacy training shifts the quantity and quality of referrals to tertiary child and adolescent mental health services: A Western Canada regional study.

We aimed to improve mental health referral quality of young people by helping educators build capacity for early identification of youth at risk of mental illness and facilitate referrals between the education and health systems. We applied the Go-To Educator mental health literacy training for early identification, triage and support in 208 schools in Calgary, Alberta between 2013 and 2016. Students presenting to mental health services during this time were compared on a number of clinical, system, and demographic variables, based on the training status of the school (untrained schools; before and after training schools), using retrospective cohort design. Based on clinical and system data, bivariate and multivariable logistic regression analysis were employed to compare the three school status domains. After training, referrals differed significantly from control and pre-training schools. Students presenting to services from these schools were younger, from single parent families; were referred more because of adjustment and learning/attention problems; had complex social/family issues; thought disturbances, and harmful behavior/thoughts towards others. While they waited longer to be admitted they stayed longer in services; had more provisional comorbid diagnoses and demonstrated positive treatment outcomes. The Go-To Educator training may be an effective intervention helping educators identify students at risk of mental disorders and in substantial need of mental health services, demonstrating improved linkages between education and health sectors.

Was it a HIIT? A process evaluation of a school-based high-intensity interval training intervention

Introduction: High-intensity interval training (HIIT) interventions have grown in popularity in school settings, yet few studies have investigated their implementation, with most focusing on reporting outcomes. Process evaluations are important to conduct as they enable the implementation of interventions to be monitored and reported. These evaluations can provide an understanding of why an intervention was or was not successful and for whom it might be beneficial. The aim of this study was to conduct a process evaluation for a school-based HIIT intervention.

Comparing the Efficacy of Two School-Based Approaches of Neurocognitive Training for Enhancing Executive Functions.

Neurocognitive training has been shown to improve a range of cognitive/executive functions and behavior in children. Delivering this training in a school context may enhance its ecological validity and improve training outcomes. The current study examined the efficacy of two school-based neurocognitive training approaches for enhancing executive functions (EF) in typically developing children: neurocognitive training with no teacher positive feedback (NCT), and neurocognitive training with teacher positive feedback (NCT-TPF). Using a randomized control design, 45 children were randomly allocated to the no-training control, NCT, or NCT-TPF group and completed pre- and post-training assessments on the core executive function (EF) domains of inhibitory control, working memory, and task switching. Teachers’ subjective acceptance of the two training protocols was investigated to explore potential ecological validity. The two training groups completed six sessions of training in a kindergarten over a 3-week period. The results showed significant post-training improvements in an untrained inhibitory control task for both training groups when compared with the control group. Different effects were found for each group for the untrained task switching task. While reduced reaction time (RT) in correct Color and Shape trials at Time 2 were reported for the NCT-TPF group, there was no difference compared to the control group for the NCT group. The NCT group showed increased RT in Switch trials but reduced Shape errors compared to controls at Time 2, while these effects were not significant for the NCT-TPF group. An unexpected outcome was that children in both training conditions did not show a significant improvement in an untrained working memory task. Teachers’ subjective acceptance consistently supported including positive feedback as part of NCT. While further research is needed, these results support use of neurocognitive training and/or neurocognitive training with teacher positive feedback for typically developing children in a school context.

Design and Evaluation of a School-based Sustained Attention Training Program with Parental Involvement for Preschoolers in Rural China

ABSTRACT Research Findings: Sustained attention is a fundamental cognitive function for young children’s development. We investigated the effects of school-based audiovisual game training with parental involvement on sustained attention (SA) in 5–6-year-old Chinese children. Totally 75 children and their parents participated and were assigned into three groups. The School Practice Intervention (SPI) group and the Parental Involvement Intervention (PII) group underwent an eight-week audiovisual game training, while the No Intervention (NI) group participated in regular activities and received no intervention. We tested participants’ visual and auditory sustained attention at four time points, i.e., pretest, middle test, posttest, and follow-up test. Results indicated that (1) children in PII and SPI groups had significantly greater visual and auditory sustained attention than the NI group in posttest and follow-up test; (2) the PII group showed better SA than the SPI group in posttest and follow-up test; (3) visual SA of experimental groups improved significantly since the middle test, while the improvement of auditory SA emerged since posttest. Practice or Policy: The play-based audiovisual training in a school setting effectively enhances SA for 5–6-year-olds, and parental involvement benefits the intervention. More efforts should be made to improve auditory sustained attention. The educational implications of these findings were discussed.

Integrating High-Intensity Interval Training into a School Setting Improve Body Composition, Cardiorespiratory Fitness and Physical Activity in Children with Obesity: A Randomized Controlled Trial.

The aim of this study was to examine the effects of school-based high-intensity interval training (HIIT) on cardiorespiratory fitness and visceral adipose tissue (VAT) in children with obesity. A total of 40 students (11.0 ± 0.6 years; 20 boys) were randomized into an intervention group (IG) and control group (CG). The IG group performed a 12-week HIIT intervention with three sessions per week. Each session included 18 min of training (three sets of eight bouts of 15 s run at 100% maximal aerobic speed (MAS) separated by eight bouts of 15 s recovery run at 50% MAS) in PE class; the CG group were instructed to continue their normal behaviors. All subjects had indices of body mass index (BMI), fat mass (FM), body fat percentage (%BF), fat free mass (FFM), VAT, and maximal oxygen uptake (VO2max) measured at baseline and post-intervention. The cooperation of students was high, and all 40 students were included in the final analysis. A significant group–time interaction was determined in body composition (p < 0.05), with a significant decrease in BM (−3.4 ± 1.4 kg, p = 0.001; η2 = 0.63), BMI (−1.7 ± 0.5, p = 0.001; η2 = 0.58), %BF (−3.3 ± 1.4, p = 0.001; η2 = 0.54), and FM (−3.2 ± 1.4 kg, p = 0.001; η2 = 0.69), and VAT (−22.4 ± 9.8 cm2; p = 0.001; η2 = 0.61) in the IG. Furthermore, VO2max exhibited a significant increase in the IG (4.5 ± 1.6 mL/kg/min, p = 0.001; η2 = 0.84) and CG groups (1.7 ± 1.1 mL/kg/min, p = 0.001; η2 = 0.44). Integrating regular school-based HIIT sessions is a suitable method to improve body composition, cardiorespiratory fitness, and physical activity in students with obesity. Trial Registration: ChiCTR2100048737.

School-Based Comprehensive Strength Training Interventions to Improve Muscular Fitness and Perceived Physical Competence in Chinese Male Adolescents.

Purpose This research was to see how effective and feasible school-based comprehensive strength training programs are in improving muscular fitness and perceived physical competence in Chinese male adolescents. Methods A total of 123 participants (13.46 ± 0.60 years) were randomized to comprehensive strength training intervention group (CST) (n = 62) and the control group (CON) (n = 61). The training sessions were performed three times a week for ten weeks in CST. Muscular fitness (i.e., muscular strength, power, and muscular endurance) and perceived physical competence were assessed at initial testing and final testing. ResultsThe subjects in the CST significantly improved their mean performance in standing long jump (p < 0.05), vertical jump (p < 0.05), 1 min push-ups (p < 0.05), 1 min sit-ups (p < 0.05), handgrip strength (p < 0.05), and perceived physical competence (p < 0.05) after the intervention. Moreover, the CST were greater in standing long jump (p < 0.05), vertical jump (p < 0.05), 1 min sit-ups (p < 0.05), handgrip strength (p < 0.05), and perceived physical competence (p < 0.05) compared to the CON, but no in 1 min push-ups (p > 0.05). Conclusions The comprehensive strength training interventions designed in this study can significantly increase male adolescents' muscular fitness, especially in the lower extremity muscle power and abdominal core endurance, and can enhance their perceived physical competence.

Program Evaluation and Preliminary Efficacy of Fitness and Skill-Based High-Intensity Interval Training in Physical Education

ABSTRACTPrevious school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students’ PE experiences, including enjoyment. Purpose: To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method: For this pretest-posttest randomized controlled 6-week pilot study, 4–5th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16–19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results: Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp2 = 0.26), as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp2 = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp2 = 0.27, respectively). Conclusions: Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.

The Implementation of Indigenous Peoples Education (IPED) Program: Towards A Proposed Plan of Action

The primary objective of this study is to evaluate the implementation of the Indigenous Peoples Education (IPEd) program in the Division of Tarlac Province. Standard questionnaires were used as the primary data gathering tool in this evaluation research method, supplemented by unstructured interviews and documentary analysis. The participants of the study were the teachers and school heads of IPEd Implementing Schools at the elementary level of the Division of Tarlac Province. The researcher applied different research instruments in the study, such as survey- questionnaires backed-up by unstructured interviews to provide some clarification and verify the data collected in the questionnaire. During the interview, more questions were asked to confirm and explain the responses of the participants to the questionnaire. Three (3) experts checked and validated the survey questionnaire used in data gathering: One Education Program Supervisor for Inclusive Education and two Public Schools District Supervisors. It was found in the study that: (1) Most implementing schools have adequate Learning Materials (LMS). In some schools Learning Materials are not sufficient and, in some learning areas, Learning Materials are unavailable. (2) The school screening committee should consult IP customary elders or leaders where the school is situated to verify and better assess the application. However, this is not given considerable attention since a certification from NCIP is already acceptable. (3) Majority of the IPEd teachers obtained training by the Division of Tarlac Province. But training to familiarize with indigenous language and culture are inadequate. It was recommended that: (1) Continuous consultation with Division Inclusive Education Program Supervisor, NCIP, and Community elders to strengthen the existing implementation of IPEd program. (2) During the screening process or interview, the IP elders or leaders may be part of the screening committee to verify that the aspirant IPEd teachers fully understand their culture and practices and measure their effective communication skills. (3) Provide training for teacher to incorporate their methods of teaching with the dominant language in the community. Customary Elders and IP leaders may seek their knowledge and skills by inviting them to be resource people at school-based or district-wide training. Keywords: Indigenous Peoples Education, Curriculum, Indigenous People, IPEd Program

Towards school-based mental health programs in Nigeria: the immediate impact of a depression-literacy program among school-going adolescents and their teachers

BackgroundDepression-literacy, which is the foundational requirement for symptom recognition, positive attitude and help-seeking, is poor among adolescents in Nigeria. This study, therefore, aims to determine the impact of a school-based training program on depression-literacy among a cohort of high-school students and their teachers in South-West Nigeria.MethodsAn adapted version of the Break Free from Depression, a 4-module depression awareness curriculum for staff and students, was implemented among students and their teachers. Paired-sample T-test was used to assess the domain-specific (knowledge, attitude, and confidence) impact of the training by comparing the baseline and immediate (within the week of the training) post-scores.ResultsA total of 3098 students and 294 teachers from 21 schools across three states in South-West Nigeria successfully completed the training. There was a significant positive difference (p < 0.05), at post-test, in the knowledge, attitude, and confidence among the students. The same was observed among teachers except for attitude where positive change did not reach significant level (p = 0.06). When statistically significant, the calculated effect size (eta squared) was highest for knowledge (students: 0.07, p = 0.001; teachers: 0.08, p < 0.000) and least for attitude (students: 0.003, p = 0.002 teachers: 0.085, p = 0.06). Multiple regression analyses result showed that the level of pre-scores predicted the magnitude of change in all domains of depression-literacy (p < 0.05) after controlling for age, gender, and type of school among the students, but not for teachers.ConclusionsSchool-based depression-literacy programs can lead to significant positive change in knowledge, attitude, and confidence of students and teachers.

Effect of two-weeks of school-based sprint training on physical fitness, risk factors for cardiometabolic diseases and cognitive function in adolescent girls: A randomized controlled pilot trial

BackgroundSchool-based physical activity interventions are accessible to most adolescents and could enhance adolescent cardiometabolic health and cognition; yet the feasibility and success of school-based physical activity interventions is understudied.MethodsSixteen adolescent girls (age: 11.7 ± 0.3 y; height: 1.58 ± 0.07 m; body mass: 45.5 ± 9.2 kg) were randomized to either an intervention (2-weeks sprint training; n = 8) or control group (continuation of regular physical activity levels; n = 8). Following familiarization, all participants completed baseline measurements including fasted and postprandial capillary blood samples, a battery of cognitive function tests (Stroop Test, Sternberg Paradigm and Flanker Task), and an assessment of physical fitness (20 m sprint and multi-stage fitness test). The intervention group completed 2-weeks progressive sprint training (3 sessions per week: week one 6 × 10 s sprints, week two 8 × 10 s sprints). Follow-up measurements were completed 48 h after the final sprint training session. Data were analyzed via ANCOVA to examine between group differences at follow-up whilst controlling for baseline score.ResultsAccuracy in the intervention group during the three-item Sternberg paradigm was greater when compared with the control group (Intervention: 99.6 ± 1.1%; Control: 97.7 ± 2.2%, p = 0.046). BDNF concentration was also higher in the intervention group at follow-up than control group (Intervention: 39.12 ± 9.88 ng.ml−1; Control: 22.95 ± 9.13 ng.ml−1, p < 0.001). There were no differences at follow-up between the intervention and control group for measures of cardiometabolic health (fasted cytokine concentrations or postprandial glycaemic and insulinaemic responses) or on the Stroop Test or Flanker Task (all p > 0.05). However, the intervention group reported enjoying the sprint training and that they found the sessions valuable.ConclusionTwo-weeks sprint interval training in a school-setting enhanced working memory and increased concentrations of BDNF in adolescent girls. The intervention was deemed enjoyable and worthwhile by the adolescent girls and thus the longer-term implementation of such an intervention should be examined.

THE STRATEGIES OF IMPROVING EFFECTIVE IMPLEMENTATION OF THE COMPETENCE-BASED CURRICULUM IN SECONDARY SCHOOLS IN TANZANIA: THE CASE STUDY OF TABORA REGION

Purpose: The purpose of this study was to investigate what stakeholders in education thought about strategies to enhance the competence-based curriculum's effective implementation in Tanzania's secondary schools.&#x0D; The research methodology: A case study research design was used in the study. 112 participants from various educational categories, including District Education Officers (DEO), Quality Assurers (QA), heads of secondary schools and teachers, participated in focus groups and interviews to acquire the data. The study also employed a thematic approach to data presentation and analysis.&#x0D; Findings: The study's findings identified several strategies that can be used in Tanzania to successfully implement a competency-based curriculum: ensure that heads of schools regularly receive pedagogical leadership training, improve in-service teacher training, improve school-based indoor training, employ enough teachers, improve school infrastructure, provide enough teaching and learning materials, ensure effective partnership between schools and parents improve library services and improve use of information technology, improve school based assessment procedures and establishment of school-based quality assurance department.&#x0D; Unique Contribution to Theory, Practice and Policy: The findings of the study supported the constructivist theorists' claim that social interaction among students is an important factor in fostering meaningful learning. As an outcome, it will be possible to adequately apply the competency based curriculum in the classroom if there is a positive teaching and learning environment that is characterised by having sufficient teachers, teaching and learning resources and knowledgeable school leaders. The study recommended that both public and private schools keep up their efforts to hire enough teachers, increase and redevelop school facilities, install information and communication technology (ICT) infrastructures at every school and establish and strengthen initiatives aimed at training heads of schools and teachers in pedagogical leadership.

The Effect of Structured Education Training Program on Oral Health Awareness Among School-Going Children of Central India: A Cross-Sectional Study.

BackgroundIn order to curb the ever-increasing load of diseases related to the oral cavity, there is a call for generating organized school-based oral health education and training programs. It is proposed that there will be an emphasis on the primary care of oral health of school-going children proven, which is often neglected. This will be beneficial for the early detection, intervention and thus prevention of further debilitating conditions of the pathologies pertaining to the oral cavity with the assistance of the structured program suggested in this article.AimThe aim of the study was the evaluation of oral health programs for oral health awareness and knowledge among school-going children in the Central India region.Settings and designThis is a cross-sectional study with measurements before and after the implementation of the oral care program. Materials and methodsThis cross-sectional study, approved by the Institutional Ethical Committee, Datta Meghe Institute of Medical Sciences, Wardha, has been done according to the STROBE (Strengthening the Reporting of Observational studies in Epidemiology) checklist. A study based on certain questions was carried out amongst the school-going children of Central India, especially the Vidarbha region. A total of 250 school-going children were enrolled in the study. A survey based on a questionnaire was carried out among the study participants in the age group of 12-16 years of age, which consisted of questions pertaining to knowledge of oral health and hygiene maintenance. The program consisted of presentation slides, role-plays, and demonstrations for inculcating the knowledge.ResultA total of 200 study participants responded to the questionnaire. Overall, the baseline mean score of knowledge with scale was 2.80 ± 1.73 SD, which after the intervention was observed to be 10.70 ± 0.54 SD, which showed an increase. There was an aptly 60.4% increase in test scores related to oral health after the specific oral health inculcation program based on questionnaire execution which was statistically significant (p<0.001).ConclusionA properly constructed school children-based oral health education and training program induces better results in the oral health-related comprehension of students.

School-based professional development training of teachers linked to increase in enrolment: evidence from Pakistan

School-based professional development training of teachers linked to increase in enrolment: evidence from Pakistan