Education Programs In Schools Research Articles

Balancing special education knowledge and expertise in teacher training programs

ABSTRACT Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in Israel requires a thorough evaluation of the current and suggested proportion of special education expertise and knowledge in teacher training programs. This qualitative study, which included 34 semi-structured interviews, examined the existing and recommended balance of special education expertise and knowledge within general education Bachelor of Education teacher training programs in Israel. The interviewees were four heads of elementary school education programs from four different teacher training colleges, seven pedagogical counselors, six teacher candidates, six elementary school principals, and eleven elementary school teachers. Three major themes related to the existing and recommended balances between special education expertise and general education emerged: a) successful teaching in general education, b) developing special education knowledge in teacher training programs and c) teamwork and cooperation. The findings led to the conclusion that general education educators in schools and academia lack the expertise and knowledge needed to teach children with diverse needs and to instruct the teacher candidates accordingly. Adjusting the special education knowledge and expertise within the general education teacher training programs is required.

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

IMPLEMENTATION OF UNIVERSAL LEARNING DESIGN PRINCIPLES BY MAINSTREAM TEACHER IN INCLUSIVE EDUCATION PROGRAMS

Sustainable Development Goal 4 (SDG) has stressed the aspect of inclusive education. In Malaysia, the implementation of the Inclusive Education Program has been implemented, which is the placement of students with special educational needs (SEN) together with typical students in the classroom based on the experience of other countries. It is seen as more effective for SEN to obtain effective social interaction in life. To ensure that this inclusive education can be achieved, a universal learning design (UDL) has been developed. UDL is a framework for improving and optimizing teaching and learning for all individuals based on scientific insights into how humans learn. Therefore, the objective of this study is to identify the level of implementation of universal learning design (UDL) of mainstream teachers in the Inclusive Education Program (IEP) in primary schools in Kota Tinggi, Johor. The sample is a total of 82 mainstream teachers who teach the Inclusive Education Program at the primary school level. The census sampling method was used. The questionnaire that was constructed was adapted from the UDL Framework Scale 2023 and Borang Penskoran Evidens SKPM Gelombang 2 2016 with Cronbach's Alpha coefficient value a = 0.943 was used to collect data. Statistical Package for Social Sciences (SPSS) Version 29 software was applied to analyze the data obtained. Descriptive analysis found the level of implementation of the 3 principles of UDL in IEP by mainstream teachers at a high level.

The Role of Character Education in Shaping Student Work Ethic: Teacher and Parent Perspectives


 
 
 Character education plays a crucial role in shaping students' work ethic and fostering positive attitudes towards work. This study explores the perspectives of teachers and parents regarding the role of character education in shaping students' work ethic. Using a qualitative approach and drawing upon literature review and library research, the study investigates various aspects of character education that contribute to the development of work ethic among students. The findings highlight the importance of character education in instilling values such as responsibility, diligence, perseverance, and integrity, which are essential components of a strong work ethic. Teachers and parents both recognize the significance of character education programs in schools and home environments in nurturing these values from an early age. Additionally, the study delves into the methods and strategies employed by educators and parents to integrate character education into students' daily lives, emphasizing the need for collaborative efforts between schools and families to reinforce character development consistently. The research also discusses challenges and barriers faced in implementing character education initiatives and suggests potential solutions to address these obstacles. Overall, the study underscores the pivotal role of character education in molding students' attitudes towards work and highlights the collaborative efforts needed between educators and parents to foster a strong work ethic among students.
 
 

The Future Orientation of Italian Adolescents in Post-Pandemic Times: Associations with Self-Efficacy and Perceived Academic Achievement

Future orientation refers to an individual’s conscious portrayal of upcoming events, encompassing thoughts, motivations, and emotions. Research on future orientation has primarily focused on adolescents due to their perceived necessity to prepare for adulthood. To investigate the hopes and fears of Italian adolescents in post-pandemic times, as well as age and gender differences and the associations between future orientation, self-efficacy, and perceived academic achievement, a survey was conducted with 388 Italian high school students. The Future Orientation and Life Course Prospective Questionnaires, along with the Problem-Solving Self-Efficacy Scale, were administered. Data analysis involved content analysis of hopes and fears, as well as statistical methods (t-tests, Pearson’s correlation coefficients, and multiple regression analysis) were employed. A greater number of fears than hopes were mentioned. Age differences were marginal. Compared with males, females expressed a greater number of hopes and fears and provided more detailed insights into their fears within the domains of higher education, self, and the general existential category. As expected, positive and modest correlations were observed between future orientation, self-efficacy, and academic achievement. Notably, self-efficacy and work/career future orientation were found to predict academic achievement. The results are discussed in terms of their relevance for school educational programs.

Investigating Challenges and Effects of Students’ Low Enrolment on the Sustainability of Primary School Education in Eastern Nigeria

The enrolment into primary schools in Nigeria has been low for several years now. The aim of this study is to examine the challenges and the effects of students’ low enrolment on sustainable primary school education in Eastern Nigeria. A structured questionnaire was used to gather primary data from one thousand and eight hundred teacher respondents of public primary schools in the region. The descriptive survey research design is employed. The gathered data were analysed using statistical mean. The results show that the socio-economic challenges of primary school students’ low enrolment include poverty, hunger, epidemics, parents’ inability to pay school fees, buy exercise books and other learning materials, the illness of a family member, early marriage and pregnancy, home services, gendered worldviews against sending female children to school, rituals, and culturally-insensitive education programmes. The effects of students’ low enrolment on primary school education include reduced efficiency in the school system, waste of human and material resources, thriving barriers to the child’s meaningful future, increased social vices, inadequate development of the individual’s potentialities, and barriers to employment and income. The study submits that primary school students’ low enrolment can be improved through the introduction of free transportation to school, free stipend for primary school children, practical school feeding programmes, free education, scholarships, and sustained effective monitoring and evaluation systems. It charges stakeholders and school management officials to be proactive and decisive on tackling the identified challenges by imbibing the aforementioned and other pragmatic measures.

Effectiveness of Back care education Programme among school children: a systematic review of randomized controlled trials

Study designSystematic review of Randomised controlled trials.ObjectivesWith the increasing incidence of back pain among children and its untold implications to their future, back education tailored in an effective way would be indicated. However literature appears unsettled. This study aims to review available literature to determine the effect of school-based back education in preventing and managing low back pain in school children.MethodsRandomized controlled trials carried out on elementary and secondary school children of ages 6 to 18 years and published in English language were included. Back education taught in hospitals or other settings were excluded. Primary outcome was back pain prevalence and secondary outcomes were constituted from the study characteristics of selected studies which includes: back behavior, knowledge, postural habits, physical activity, fear-avoidance beliefs, back pack carriage, pain intensity, skills and self efficacy. Databases searched were PEDro, HINARI, PubMed, Cochrane, and Google Scholar. Available stiudies from 2000 to March 2022 were retrieved. Quality of studies were assessed using the PEDro scale. Obtained studies were descriptively analyzed.ResultsA total 8420 studies were retrieved and 8 studies (with 1239 participants) were included in this review. Four studies each assessed back knowledge and back behavior, and two assessed back pain prevalence. There were improvements in back knowledge and back behaviour, but effectiveness of back care education on back pain prevalence was not conclusive.Forms of education used involved the indirect method of conditioning the environment and the direct method which made use of theory, practical lessons and educational books and materials.ConclusionBack care education programmes in schools are effective in improving back care knowledge, behavior and reduction in low back pain frequency. Reduction in back pain prevalence is not conclusive. Back care education could be incorporated as part of schools’ education programmes. Limitations include exclusion of non English language studies and inconsistent outcome measures.Funding sourceNone.RegistrationThis review protocol was registered under the International platform of Registered systematic review and meta-analysis protocol (INPLASY) with the registration number; INPLASY202310044 and DOI number; https://doi.org/10.37766/inplasy2023.1.0044

The Role of Innovation and Entrepreneurship Education in Promoting the Growth of Students in Higher Vocational Colleges

The far and wide utilization of enormous information is supported by data innovation, which likewise prompts continuous changes in school and college educational programs. The subject of how to assist undergrads with bettering comprehend innovation and entrepreneurship while likewise assisting them with acclimating to the moving economic situations has acquired consideration. Look at the condition of innovation and entrepreneurship instruction for undergrads today utilizing huge information investigation. This paper looks at the expert morals, work hunting thought, innovation and practice capacity development, imaginative reasoning, enterprising mental bearing skill, creative and exhaustive nature of entrepreneurship, and different parts of undergrads' entrepreneurship. By inspecting the condition of innovation and entrepreneurship schooling for undergrads today, we can recognize the positive impacting factors and attempt to reinforce and improve them. This study proposes change ideas and countermeasures considering the ominous impact components. To make a bunch of ceaselessly further developing innovation and entrepreneurship curricular frameworks, the public authority, schools, instructors, and students met up to sum up the innovation and entrepreneurship training model. In this methodology, an imaginative and pioneering ability improvement program that is receptive to the requirements of the cutting-edge world might be laid out, and the sound development of talented people can be energized.

Greek primary school students’ moral judgments and motives about sustainable food consumption

Modern dietary habits pose large threats to the global vision for a sustainable food system transition, intensifying discussions around the urgency for educational initiatives that can promote more sustainable food consumption practices. However, research has not sufficiently studied food consumers' moral background, despite its strong influence on food choices, while relevant research on school-aged consumers is even scarcer. This study focuses on two individual ethical decision-making processes regarding food sustainability: moral judgments and moral motives. Data was selected using non-probability, opportunity sampling from 587 students attending the last two grades of primary school in the Region of Western Macedonia, Greece. Participants completed a Likert-scale questionnaire, which adopted a holistic approach towards food sustainability, incorporating the following 12 variables associated with all three domains of sustainability (environmental, societal, economic): Biodiversity, Carbon footprint, Soil, water and air conservation, (Food) loss and waste, Water footprint, Nutrition and health, Animal welfare, Workers' rights and safety, Cultural traditions, Food supply, Tax revenues and Profits, Jobs/incomes. In the moral motives scale, additional variables associated with non-moral considerations were also assessed: Sensory Appeal, Mood, Promotion, Social influence, Convenience and Familiarity. For the moral judgments scale, findings revealed low to medium scores for all the domains and among the variables associated with a sustainable food system, the lowest mean scores being recorded in those linked to the social dimension of sustainability. Regarding food consumption motives, results indicate that non-moral considerations prevail remarkably over moral ones and are linked to all three domains of sustainability. Statistical testing identified grade level, gender, place of residence and participation in environmental, health or food education school programs as factors influencing certain aspects of students’ moral thinking at a statistically significant level. Insights gained from this study can contribute to educational and other agendas aiming to promote sustainable food consumption.

The effect of student-centred learning approaches in physical education on positive youth development

Background Problems: Recognising the pivotal role of holistic development and positive youth development in empowering young individuals, physical education emerges as a crucial component for fostering comprehensive growth in children. Research Objectives: This study seeks to provide valuable insights to enhance the implementation of physical education programmes in schools, aiming to facilitate positive growth among teenagers in both physical and psychosocial dimensions. Methods: Employing a play-teach-play (PTP) treatment, this research engaged students from Public Junior High School in Sidamulih. The study population comprised four classes of class VIII students, totaling 94 participants. The students were divided into two groups: Class VIII B (experimental group, n = 23) and Class VIII D (control group, n = 23). These groups were given the PTP treatment, and the independent sample t-test was used to compare changes in Positive Youth Development (PYD) between the two groups at the statistical level. Findings/Results: The study revealed a significant difference in PYD growth between teenagers participating in the play-teach-play programme and the control group. These results underscored the efficacy of the PTP strategy in promoting healthy teenage development within the realm of physical education. Conclusion: This research provides compelling evidence supporting the effectiveness of the play-teach-play (PTP) approach in fostering positive youth development (PYD) during adolescence. The data emphasises the impactful role of student-centred learning methods in adolescent development. The study's findings underscore the importance of incorporating such approaches into instructional strategies to empower students to achieve their academic potential fully. This contributes significantly to the evolving body of knowledge and practices in the field of education.

Relationship between perceived enjoyment, exercise commitment and behavioral intention among adolescents participating in "School Sport Club".

This study aimed to examine ways to improve the quality of physical activity (PA) to address social problems related to obesity and being overweight among adolescents, through an educational approach. In this regard, the current study identified associations between factors that lead to sustained PA participation among middle school students participating in school sports club activities, and derived academic implications that can be incorporated into future school education programs. The researchers explored the relationship between perceived enjoyment, exercise commitment, and behavioral intention in middle school sports club participants. The subjects of the study were selected as middle school students who had participated in school sports clubs for more than 6 months. Using convenience sampling, 350 datasets were collected from middle school students living in metropolitan cities in South Korea. Finally, 336 datasets were used for the final analysis after eliminating 14 questionnaires that were judged to be incorrectly indicated or incomplete. Frequency analysis, exploratory factor analysis, and reliability verification (Cronbach's α) were conducted. The findings were as follows: first, among the sub-factors of perceived enjoyment, the following were found to have a positive relationship with cognitive commitment: daily escape (β = 0.259), competitive victory (β = 0.228), interpersonal relationships (β = 0.204), and physical fitness (β = 0.119). Furthermore, among the sub-factors of perceived fun, physical health (β = 0.330), daily escape (β = 0.205), interpersonal relationships (β = 0.307), and competitive victory (β = 0.228) had positive relationships with behavioral commitment. Second, among the sub-factors of perceived enjoyment, physical health (β = 0.423), interpersonal relations (β = 0.139), and daily escape (β = 0.138) were found to have a positive association with behavioral intention. On the other hand, there was no significant relationship between competitive winning (β = 0.071) and behavioral intention. Third, behavioral commitment (β = 0.237) and cognitive commitment (β = 0.183) were confirmed to have a significant positive relationship with behavioral intention. These findings highlight that middle school students' perceived enjoyment from participating in school sports clubs is a positive factor leading to increased immersion in sports activities and a sufficient basis for continuing sports activities. Furthermore, class organization, environmental factors, and appropriate instructional content for school sports club activities are essential for exercise commitment.

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.

The Influence of Training Teachers on the Implementation of Peace Education Programme in Selected Primary Schools at Nakuru County, Kenya

Peace is a critical component for the development of human beings in the whole world, without peace there can be no development. An atmosphere of no peace is a major cause of physical and economic suffering upon individuals, families, communities, businesses, nations and regions in many countries. In 2007 Kenya experienced incidents of conflicts which led to loss of workforce, learning time and disruption of education services which negatively affected the quality of education across in the county of Nakuru formerly Rift Valley Province. Since then Kenya has put several strategies to promote peace with deep recognition that it is the only vehicle to development, it was on this basis that Kenya introduced peace education programme in the primary schools curriculum since 2008. Peace education sets out to redress this culture of violence and aggression and to inculcate values of peace, the concept of human dignity and human rights with specific reference to economic equity, political participation and ecological balance that could be employed through counseling strategies. This therefore reveals that development of peace education was timely and critical in addressing both short term and long-term societal and national issues that promote conflicts. Peace education is in tandem with the Kenya vision 2030 under the political pillar on security, peace building and conflict management. The purpose of this study therefore was to determine “the influence of training teachers on the implementation of peace education programme in selected Primary schools at Nakuru County, Kenya. The study was carried out amongst standard 8 pupils and teachers. To achieve this objective, the study adopted descriptive survey design and used probability sampling technique in the selection of the study sample. A study sample made up of 138 pupils and 45 teachers was used for the study. Primary data was collected by use of self administered questionnaires and interview schedules, while secondary data was collected from Nakuru County Education offices and libraries. Data collected was analyzed with the aid of Statistical Package for Social Sciences and Microsoft Excel software. The results of the data analysis were presented in form of tabular summaries. Teacher training, resource availability and curriculum content emerged from the study as highly influential factors in the implementation of peace education programme in the schools. The study also revealed the key challenges hindering successful implementation of peace education programme in primary schools which included: lack of trained teachers on peace education, lack of sufficient time and lack of learning and teaching materials. The teachers and pupils’ suggestions were that the Government facilitate training of teachers on peace education and provide sufficient teaching and learning materials. Following this, the study recommended that, the Government of Kenya puts in place policies and measures that could facilitate training of teachers on peace education provide sufficient teaching and learning materials and strengthen programme supervision. The study gave further recommendation to the Kenya Government which could facilitate more uptake and adoption of peace education from primary schools up to university level as well as the entire society as a very important vehicle to foster development and national cohesion. The findings of this study are quite critical and of significant benefit to the Kenya government, communities, policy makers and the teachers in addressing some of the peace education curriculum initiatives and school best practices which will enhance peace promotion and national cohesion among Kenyan people. The implementation of this programme will enable people re-evaluate their behavior and develop commitment and endeavor to promote national values and peaceful coexistence.

Assessing Oral Health Literacy Levels among Children and Caregivers, Evaluating the Effectiveness of Oral Health Education Programs in Schools and Community Settings, and Identifying Areas for Improvement

Abstract Background: Oral health literacy among children and caregivers is crucial for promoting preventive dental care and reducing oral diseases. Effective oral health education programs play a vital role in enhancing oral health literacy and behaviors. Objective: This study aims to assess oral health literacy levels among children and caregivers, evaluate the effectiveness of oral health education programs in school and community settings, and identify areas for program improvement. Methods: A cross-sectional study design was employed, involving 500 participants including children aged 6–12 years and their caregivers. Data were collected through structured questionnaires, interviews, and program evaluation forms to assess knowledge, awareness, and program satisfaction. Results: Findings indicate varying levels of oral health literacy among children, with older children demonstrating higher knowledge and awareness compared to younger counterparts. The oral health education program received high satisfaction ratings, particularly for educational materials and interactive sessions, though areas for improvement such as practical demonstrations and parental involvement were identified. Conclusion: Effective oral health education programs are essential for improving oral health literacy among children and caregivers. Tailored educational strategies, enhanced practical demonstrations, and increased parental engagement are recommended to optimize program effectiveness and promote lifelong oral health behaviors.

The Effectiveness of Social-Cognitive Competence Skills Training on Positive Affects and Executive Functions of Adolescents

Background and Objective: Executive functions and positive affect are crucial aspects of adolescents' psychosocial development, significantly impacting their well-being and academic and social success. This study aimed to evaluate the effectiveness of social-cognitive competence skills training on positive affect and executive functions in adolescents. Methods and Materials: This randomized controlled trial included 40 adolescents (22 boys and 18 girls) from district 11 of Tehran. Participants were randomly assigned to experimental (n = 20) and control (n = 20) groups. The experimental group received ten 75-minute sessions of social-cognitive competence skills training. Data were collected at three stages: pre-test, post-test, and three-month follow-up, and analyzed using repeated measures ANOVA and Bonferroni post-hoc test. Findings: The results indicated that social-cognitive competence skills training significantly improved executive functions (F = 46.27, p < .001) and increased positive affect (F = 56.18, p < .001) in the experimental group. The mean scores for executive functions in the experimental group increased from 30.25 in the pre-test to 42.68 in the post-test and 41.87 at follow-up. The mean scores for positive affect increased from 22.45 in the pre-test to 34.89 in the post-test and 33.97 at follow-up. Conclusion: Social-cognitive competence skills training can significantly enhance executive functions and increase positive affect in adolescents. These findings underscore the importance of implementing similar educational programs in schools and counseling centers to improve adolescents' psychosocial well-being.

Comparison of the Impact of Body Percussion Exercises on Executive and Balance Performance in Intellectually Disabled and Healthy Girls of Ramhormoz City

Objective: The purpose of the present study was to compare the effects of body percussion exercises on the executive and balance performance of children with intellectual disabilities and their healthy counterparts. Methods and Materials: The statistical population included healthy children and those with intellectual disabilities from Ramhormoz city, from which 20 healthy children (10 experimental, 10 control) and 20 children with intellectual disabilities (10 experimental, 10 control) aged 9 to 11 years were selected to participate in this research through pre-test and post-test evaluations using the Continuous Performance Test (sustained attention), Stroop Color and Word Test (response inhibition), Stork Stand (static balance), and Heel-Toe Walking (dynamic balance). The experimental groups (both healthy and with disabilities) received the selected body percussion intervention program in 45-minute group sessions twice a week for 8 weeks; however, the control groups (both healthy and with disabilities) engaged in usual school activities. Data analysis was performed using covariance analysis at the significance level of p ≤ 0.05. Results: The results showed that the effect of body percussion exercises on sustained attention (p = 0.001), response inhibition (p = 0.001), and static and dynamic balance (p = 0.001) was significant, and participants in the experimental groups performed better than those in the control groups (p = 0.001). Conclusions: Based on the findings, it seems that body percussion exercises are a beneficial intervention for improving motor and cognitive skills in both healthy children and those with intellectual disabilities; therefore, it is recommended that these exercises be used in physical education programs in schools and rehabilitation centers.

Knowledge and perception about the welfare and mistreatment of dogs in Brazil.

Animal welfare encompasses the overall well-being of an animal, spanning both its physical and mental health, assessable through potential measurements. It stands in contrast to mistreatment, which involves actions, direct or indirect, that endanger an animal's well-being. This study sought to appraise the factors influencing the Brazilian population's understanding of dog welfare and mistreatment. The survey questions were adapted from the Animal Welfare Examination Protocol, utilized by veterinarians to evaluate suspected passive abuse cases in dogs. Out of 1377 responses, 1353 were valid and analyzed. Among the 19 assessed indicators, 15 demonstrated an adequate response rate surpassing 90% of all 1353 responses. However, for three questions related to comfort, a smaller yet notable percentage of responses were only minimally adequate. Moreover, in one question within the comfort assessment, 186 participants (13.74%) provided inadequate responses. This implies that these people could potentially subject animals to a state of low Animal Welfare. Lack of knowledge emerged as a potential root of passive abuse, specifically negligence. In the assessment of nutritional indicators, water supply and quality received unanimous adequate responses. In evaluating comfort perceptions, significant associations were noted between gender, dog ownership, family income, and responses regarding resting surface. Regarding health indicators, the majority responded appropriately. Female gender and dog ownership correlated with providing the appropriate response, while not owning a dog was associated with minimally adequate responses. In the context of comfort indicators, "Hitting the Dog" also demonstrated an association with gender, with females tending towards appropriate responses. Given the lack of significant correlation between educational levels and the most suitable responses, it underscores the urgency of implementing environmental education programs in schools with a focus on animal protection.

ШЛЯХИ ПІДВИЩЕННЯ ЕФЕКТИВНОСТІ ФІНАНСУВАННЯ ЗАКЛАДІВ ПРОФЕСІЙНОЇ ОСВІТИ

The article explores the efficiency of funding professional education institutions in Ukraine. Indicators such as economy, productivity, and effectiveness can be applied to measure the socio-economic efficiency of educational activities. Funding for training qualified workers in Ukraine is done through state or local budget funds. Additionally, professional education institutions can independently receive additional funding from funds received for training qualified workers beyond the state order under contracts concluded with legal and natural persons. The statistical data presented allowed for the following conclusions: budget expenditures on professional education increase annually while the number of students decreases. The main problems of professional education functioning are the poor material-technical base of professional education institutions, the low efficiency of managing these institutions, and the content and quality of professional education not meeting the requirements of the modern labour market. However, the critical advantage of professional education is its flexibility and quick response to labour market demands. Education can take place both on a full-time and part-time basis. Improving the quality of graduates from professional education institutions is possible through the establishment of a system of professional qualifications and the creation of a unified educational environment for professional education, the implementation of mechanisms to incentivize employers to participate in the educational process, creating conditions for the development of dual forms of education; popularizing professional education among the population, planning professional development and careers. Dual education was introduced in Germany in the last century in a ratio of "30% theory, 70% practice." The economy provides 73% of dual education funding in Germany. During the 2- to 3-year training period, employers get to know their students well and can better assess their suitability for the enterprise. The school education program in Ukraine needs reform to increase the share of career guidance work and opportunities for students in graduating classes to intern at companies. School education should develop practical skills to help students adapt to employer demands and determine their future profession.

Undergraduate Students' Experience of Dental Education Programs across Saudi Arabia: An Exploratory Study.

Students' satisfaction surveys are valuable tools for assessing and improving the quality of education being imparted. Limited data are available from Saudi Arabia regarding students experience at halfway through an undergraduate dental program. To determine students' perception of their halfway experience on various attributes of the quality of dental education programs in public dental schools across Saudi Arabia. This exploratory study included all students from four major public universities who had completed their third year of undergraduate dental education during the academic year 2022-23. A previously validated, self-administered, 23-item Students Experience Survey was modified and used to collect data regarding the following five factors: course characteristics, infrastructure and facilities, learning resources, instructor characteristics, and program efficacy. The questionnaire was administered to 296 students, of which 252 (85.1%) responded. Overall, 84% of the students had a positive experience regarding the quality of the dental education programs. Females reported significantly higher positive experiences than males (mean score: 4.36 vs. 4.21, respectively; P = 0.042). Course characteristics (P = 0.041), instructors' characteristics (P = 0.002), and program efficacy (P = 0.009) were significant predictors of students' overall experience. This study found that the majority of students had a positive halfway experience with the quality of dental education programs offered in Saudi Arabia. The significant predictors of satisfaction identified in this study can be useful for policymakers to further improve satisfaction levels.

Exploring Avenues in Fostering Effectiveness of Entrepreneurship Education Programs in South African Public Secondary Schools: Fostering an Entrepreneurial Mindset

Exploring Avenues in Fostering Effectiveness of Entrepreneurship Education Programs in South African Public Secondary Schools: Fostering an Entrepreneurial Mindset