Provision Of Educational Services Research Articles

Corporate Social Responsibility (CSR) Effect on Teaching and Learning: Evidence from an Emerging Economy

This study examined the concept of Corporate Social Responsibility (CSR) and the effect of CSR initiatives on teaching and learning from teachers, students, and heads' perspectives. The study relied on in-depth interviews and focus-group discussions to obtain data. The participating schools were selected through a stratified sampling technique, with the individual respondents purposively sampled. Interviews and discussions were tape-recorded and subsequently transcribed, sorted to identify central and recurrent themes in the data. The study showed that corporate bodies have contributed immensely to the teaching and learning processes through improved school infrastructural facilities. It also found that CSR activities have enhanced teaching and learning processes. Thus, resulting in improved quality of teaching delivery, students' academic performance and beneficiary schools' societal status. The findings, however, focused mainly on the perspectives of teachers, students, and heads of schools. The findings are expected to maximize the effective deployment of CSR resources in education service and infrastructure provision in less-developed countries. The results are expected to engender further debate among corporations and other relevant stakeholders on the need for concerted efforts in tackling the school infrastructure deficit prevalent in less-developed nations. This study is one of its kinds on the effect of CSR initiatives on teaching and learning from direct beneficiaries' perspectives within the African context. This study also provides evidence of the need for a deliberate effort to encourage private-sector investment in school infrastructure.
 Keywords: Corporate Social Responsibility, Education financing, Emerging Economy, Teaching and Learning

EDUCATIONAL MANAGEMENT - SYSTEMATIC APPROACH TO THE EDUCATION QUALITY

The article discusses a systematic approach to the management of a higher educational institution and the education system as a whole. The importance of forming a systematic approach to the provision of educational services is considered and the characteristics of the process of managing an educational organization are determined. The methodology and methodology of the study were scientific works on theory and practice, and the use of a systematic approach to management. Of great interest is the study of the formation of the concept of management, management, educational management, which is presented by a deep analysis of the historical perspective and the stages of the emergence of this phenomenon. The purpose of the study is to theoretically study interrelated management processes in education and identify new approaches to improve the quality of education.

Special Education Policy in the United Arab Emirates: Knowledge and Implementation in Ras Al Khaimah

The United Arab Emirates has a bold and progressive special education policy that supports the inclusion of special education students, referred to in this paper as the determined ones and students of determination. The General Rules for the Provision of Special Education Programs and Services, an important policy document for educating students of determination, advocates that the “determined ones” remain in the regular classroom setting whenever possible. This policy paper examines teachers’ knowledge of this inclusion policy as well as their perceptions of other school level inclusion policies. The research undertaken found no significant differences in knowledge or perceptions between and among Ras Al Khaimah teachers placed at government, international, and private schools. However, knowledge about the inclusion policy was low. Additionally, teachers expressed limited confidence that their schools could meet the needs of the “determined ones” in inclusive classrooms. To bridge this gap, the authors discuss recommendations centered on teacher training and how such programs could impact field experiences in inclusive classrooms. Furthermore, suggestions are offered for school-based inclusion policies that can be developed by teams of teachers and school leaders to build teacher knowledge, the national policy, and teacher capacity to meet the educational needs of the “determined ones”.

STUDY OF ADVERTISING TEXT OF EDUCATIONAL SERVICES: TERMINOLOGICAL ASPECT

The advertising discourse of the educational sphere has been studied in the terminological aspect. The important role of advertising in the field of education under the influence of external and internal factors has been proven. The essence of the concept of “advertising text of educational services” is considered. Definitions of two spheres of the term system – advertising and education, in particular the terms “advertising”, “advertising text” and “education” and “educational services” were analyzed. Special attention is paid to the meaning components of the term “educational services” as a legal, economic and pedagogical category. It was found that educational services in different terminology systems have the same content structure, which assumes the presence of the following components: the subject that provides educational services (institution of higher education, center, school, unit, courses, etc.); educational and scientific activity that provides educational services; the target audience that consumes these services (pupils, students, listeners); consequence and result of the joint activity of participants in the educational process (knowledge, skills, abilities). The impact of the content structure of the terms on the essence of the complex integrated concept “advertising text of educational services” is clarified, which will become key in further linguistic research. It was determined that “advertising text of educational services” is a text with a defined formal and content structure, which has a communicative and pragmatic focus on a certain target audience, provides positive information about the subject – the provider of educational services, characterizes these services and the result of their action. Important topics are highlighted in the projection on linguistic aspects of research, which correlate with relatively stable parts of the advertising text: title, slogan/advertising motto, descriptive part, final phrase-repetition. Each part has a spectrum of language means, a manipulative of different language levels, which are subordinate to the strategy of positivity and influence the consumer. Key words: advertising, advertising text, education, educational service, educational advertising, term, educational vocabulary.

Modern approaches to public sphere specialist training

Formulation of the problem The system of specialist training, which allows providing public authorities with highly qualified and competent personnel, plays a significant role in the development of the public administration sector. The public service personnel should ensure the effectiveness of activities based on compliance with European democratic principles and standards of social development. Analysis of recent research and publications Though many scientists highlighted theoretical approaches to defining staffing peculiarities in the public sphere, the training of public sphere specialists remains topical and requires constant thorough research due to present challenges and time-stipulated requirements. Separation of previously unsettled parts of the general problem This paper aims to substantiate current approaches to training public sphere specialists. Presenting main material Given the need to increase the efficiency of public administration and develop competencies of public authorities, modern realities set new requirements for the training of public sphere specialists. The specialist training reform in the public sphere should be based on the New Public Management (NPM) concept. This concept declares the possibility of training public servants by applying approaches used in the business environment. The training of specialists, able to effectively perform the functions assigned to them in the public sphere, should ensure not only the acquirement of certain knowledge related to the specifics of future activities but also their development of personal skills. These meta-competencies can be considered more relevant for managers in the context of ensuring their professionalism. They are also regarded by scientists as the main impetus for the career promotion of public sector workers in the future. A set of educational programs for cooperation between Ukraine and the European Union within the framework of projects of European educational initiatives, which allow to effectively implement internationalization policies through student mobility, promote the development of educational initiatives by rendering grants for student mobility and infrastructure support, being based on the principles of partnership among scientific institutions, higher establishments, the public, business and the state. To harmonize education with the requirements of the modern world, educational institutions need to take the following steps: focusing on real staffing needs and requests of public authorities at various levels; annual modernization of educational programs in the field of public administration; participation of academic staff in European programs, projects, internships aimed at enhancing the quality of the educational process; close cooperation with leading experts in the field of public administration. For Ukraine, the most acceptable is the option of the optimal combination of approaches of the American and European models, according to which specialists for the public sphere should be trained with an emphasis on the development of their managerial qualities and professional knowledge of jurisprudence. At the same time, it is necessary to reveal the personal skills of future specialists, which will help to unleash their potential. Conclusions The transformations observed today in Ukrainian society require radical changes towards the formation of new approaches to staff training as well as the unification of approaches in the provision of educational services to public sector spe- cialists. At the same time, it is necessary to take into account the foreign experience of implementing new public management, which will enable future specialists not only to join the international labor market but also to effectively implement the principles of sustainable democratic development in the Ukrainian state.

Physical education as one of the ways of adaptation of foreign students to the new cultural and educational conditions

Social, psychological and cultural adaptation of foreign students is the most difficult process. Studying at Ukrainian universities for foreigners is associated with a number of problems. Physical education can help solve these problems. Physical activity is a means of restoring physical, mental and emotional st rength, helps to cope with stress and educational loads more easily. It is in physical activity that the reserves of increasing the efficiency of the adaptation process are hidden. In the process of physical education, students have to interact and communicate not only verbally, but often also on a non-verbal level. Such communication helps to overcome the language barrier more easily. It was determined that the provision of physical education services to foreign citizens and the interaction of teachers and students has a number of features due to the level of their physical development, religion, length of stay in Ukraine, national traditions, particularly in the field of physical education. The purpose of the research: to reveal the peculiarities of the use of means and methods of physical culture in classes with foreign students. As a result of research, it was found that foreign students (young men) from Arab countries and CIS countries are not inferior to Ukrainian students in the manifestation of basic physical qualities. The level of physical fitness of students from India is significantly lower than the indicators of students from Ukraine and Arab countries, which obliges teachers to offer them loads taking into account their level of physical fitness. Thus, for a more effective adaptation of foreign students in the field of physical culture, it is necessary to: conduct classes taking into account the religious and cultural mentality of foreign students; use the game and competitive method in physical education classes; attract foreign students to participate in mass sports events; to introduce adapted physical culture into the training program of foreign students, especially in the initial courses of study.

Undergraduate Rehabilitation Education and Clinical Practice: Stakeholder Perspectives on Areas of Research Need

BackgroundThere remains some uncertainty on the role and nature of undergraduate-level rehabilitation education (URE) programs and service providers The existing research remains wide-ranging and limited.ObjectivesThis study evaluated perspectives from URE program stakeholders on key areas of research need relating to (a) undergraduate rehabilitation education, (b) URE graduate professional identity, and (c) professional issues relevant to URE.MethodsSurveys of URE perspectives on areas of research need were completed by thirty-nine URE stakeholders. A qualitative content analysis was utilized to identify themes within the data.FindingsParticipants identified a variety of areas of research need within the three broad content categories. Frequently cited topics included URE graduate outcomes, the place of URE programs and service providers in the greater field of rehabilitation, program accreditation, and areas of best practice in URE.ConclusionsThe findings of the current study highlight multiple areas of research need. To best prepare URE graduates for success and to bolster the current status of the field of rehabilitation, a better understanding of the role and nature of URE will be valuable.

IS ARTIFICIAL INTELLIGENCE A THREAT TO THE QUALITY OF HIGHER EDUCATIONAL SERVICES?

The article is devoted to a very important modern problem – the growth of the quality of the higher educational services. The article highlights the situation in the market of the higher educational services with the participation of three players: the consumer of the educational services (students), the provider of the educational services (university teachers) and Artificial Intelligence. The definition of "Artificial Intelligence" is given in the article. The aim of the article is to find the answer to the research question: is Artificial Intelligence a threat to the quality of the higher educational services? The author used reliable and economically sound research methods. These were methods such as research of scientific sources; pedagogical observation and description of examples; modelling and forecasting, analysis and synthesis; designing a questionnaire for interviewing students. The author also used the capabilities of Artificial Intelligence in the process of designing the questionnaire to study students' opinions on the use of Artificial Intelligence for learning. A survey of students with verification of statistical hypotheses will give a practical answer to the research question. The author analyzed the scientific views of scientists on the use of Artificial Intelligence in education and, in particular, in higher education. Three examples of the use of Artificial Intelligence in the higher education services were analyzed for threats to the quality of the higher educational services. Four hypothetical variants of the interaction of three players in the market of higher educational services were analyzed: the consumer of educational services (students), the provider of educational services (university teachers) and Artificial Intelligence. This was the theoretical answer to the research question: in two variants out of four (50%), there is a threat to the quality of the higher educational services.

РЕГУЛЮВАННЯ ДІЯЛЬНОСТІ ЗАКЛАДІВ ЗАГАЛЬНОЇ СЕРЕДНЬОЇ ОСВІТИ: ФІНАНСОВИЙ АСПЕКТ

The purpose of the presented work is to determine the main components of the process of regulating the activities of general secondary education institutions, as well as the main characteristics of the financing process. The main role of the components of the management process in institutions of general secondary education and the components of financial support are determined. The main research methods are: analysis and synthesis - to determine the main components of the process of regulating the activities of general secondary education institutions, methods of deduction and induction - to determine the main aspects of financial support for the activities of general secondary education institutions, graphic method - to visually present the results of the study. Regulation of the activities of general secondary education institutions is an important element of ensuring quality education and sustainable development of the educational system. The state, as the main regulator, establishes the regulatory framework and standards for the functioning of educational institutions, as well as provides funding to ensure the availability and quality of education. The main areas of regulation of general secondary education institutions include: regulatory and legal regulation, financing, quality standards, monitoring and evaluation, personnel development, infrastructure and material and technical support. All these aspects of regulation contribute to the creation of a favorable environment for the development of general secondary education institutions, increasing their efficiency and ensuring the quality of education and upbringing of students. Regulatory policy should be aimed at ensuring the sustainable development of education, taking into account the modern challenges of society and the needs of the labor market. It is important that regulation is flexible and adaptable to changing conditions, providing general secondary education institutions with the opportunity to respond effectively to new challenges and to innovate. Regulation of the activities of institutions of general secondary education includes a number of financial aspects that affect their functioning, development and the quality of the education provided. Financial support is one of the key factors that determines the effectiveness of the educational process and the development of general secondary education institutions. The main aspects of the financial regulation of the activities of general secondary education institutions are defined: state funding. The government allocates budget funds to ensure the functioning and development of general secondary education institutions. State funding ensures the basic level of provision of educational services and infrastructure needs of institutions; regulation of tariffs and prices. The state can regulate the level of tuition fees in institutions of general secondary education to ensure the availability of education for different sections of the population; financial control. Institutions of general secondary education are subject to financial control by state inspection bodies, which allows for effective and economical use of budget funds; investment attraction. General secondary education institutions can attract additional funds from external sources, such as grants, sponsorships, donations, etc. This allows to increase financial resources and implement new projects and programs; financial support of educational programs. The state can provide financial support to individual educational programs and initiatives aimed at improving the quality of education and development of institutions; formation of budgets: General secondary education institutions form their budgets, taking into account needs and profitability, as well as the goals and objectives facing them. The financial aspect of regulating the activities of institutions of general secondary education is important for ensuring the stability of their work, improving the quality of education and ensuring accessibility for all segments of the population.

The Militarization of Emergencies: Is the Spanish Model an Example to Be Followed by the Multitasking Armies of Latin America?

The role of the armed forces in Latin America is characterized by their participation in multiple internal missions. These range from security functions to the provision of social, educational, and public services, among others; their role also involves providing emergency relief. However, some of the armed forces involved in this type of mission do not have specialized units or corps. This poses obvious problems not only from a technical and operational point of view, but also from the perspective of civil-military relations and the definition of the roles of armies. Some Latin American countries have looked to the Emergency Military Unit in Spain as an example to follow for the implementation of a civil defense model based on specialized military resources. The aim of this paper is therefore twofold. First, it seeks to explain that the militarization of emergencies does not involve expanding the use of force but that it can become a “wildcard” policy tool instead. Second, it intends to show how the apparent success of the Spanish Emergency Military Unit resulted from some—not always positive—lessons that can be replicated in the armed forces in Latin America.

"They Can't Believe They're a Tiger": Insights from pediatric speech-language pathologists mobile app users and app designers.

Children with communication disorders experience difficulty in one or more areas of articulation and speech, language, fluency, voice and social communication, and they work with speech-language pathologists (SLPs) to improve their communication. With the rise of adoption and use for mobile applications among special education and healthcare service providers, SLPs also have implemented, and for some, contributed to the design of, mobile applications (apps) during clinical practice. However, how these mobile apps are designed and implemented for clinicians to facilitate their clients' communication and learning experiences during therapy remains underinvestigated. This qualitative research study investigates how mobile apps were designed for clinicians to target assessment and intervention goals. Additionally, it focused on how clinicians adopted these apps while integrating therapy techniques to facilitate their clients' learning. Informed by the Research, Practice, and Design for iPad Apps (iRPD) framework and the Consolidated Framework for Implementation Research (CFIR), semi-structured interviews were conducted with 37 licensed pediatric SLPs, including 23 SLPs who have used apps and 14 SLPs who have contributed to the design of their own mobile apps. Two rounds of qualitative coding via template analysis and thematic analysis were then used to analyse client and clinician characteristics, clinical practice, therapy tools, app characteristics, influential factors and app design and use recommendations. Results showed SLPs utilise different genres of assistive, educational and recreational game apps to support children's communication development when working with children who have diverse disorders and therapy needs across different age groups. SLPs who have designed their own apps emphasised the importance of following evidence-based practice, well-researched teaching methods and learning theories. Additionally, multiple financial, sociocultural, political and ethical factors contributed to the design, adoption and implementation of mobile apps during services. By understanding the clinician's app use practices situated in various therapy activities and techniques, we specified a list of design recommendations for app designers who are interested in creating mobile apps for supporting children's speech and language development. By bringing insights from both clinical practitioners as well as those with additional technical design backgrounds, this study contributes to the understanding of clinical practice needs and strategies and will lead to the most optimal app design and adoption practice to support the well-being of children with communication disorders. What is already known on the subject Speech language pathologist (SLPs) implement mobile apps for clients with diverse therapy needs, and their app adoption and use are influenced by multifaceted factors. Although prior studies have reported SLPs' mobile app use, additional information is still needed. For example, the research literature does not include how specific technology is used during therapy practice, or specific details about challenges and needs in implementing and utilising the technology. Additional research also needs to include influential factors (e.g., financial, sociocultural, political, ethical) that are considered when selecting, implementing, assessing and designing an app. The lack of research in these areas directly affects the understanding of clinical mobile technology practices and further hinders clinicians' abilities to advocate for better clinical and design decisions towards identifying and implementing effective mobile apps that facilitate children's communication. What this study adds to existing knowledge This qualitative study is the first known empirical research that interviewed pediatric speech-language pathologists who have used and designed mobile apps for children who receive speech-language therapy across different clinical settings. By investigating experiences from clinician stakeholders to illustrate a holistic overview of app design and development to deployment, this study reported finding on (1) how clinicians use mobile apps to help children to participate in different therapy activities, and (2) a list of recommended design and development guidelines that informs the design and use of mobile apps that best support and motivate children to engage in therapy. What are the potential or actual clinical implications of this work? This study disseminates clinician-reported practices of app design and use with pediatric clients across different speech-language disorders, and identifies gaps and needs for clinicians and researchers who are interested in understanding the role of mobile technology in relationship to human communication and interaction. Additionally, the paper demonstrates that SLPs have instrumental roles rather than passive users in influencing the design and implementation of different genres of mobile apps through evidence-based clinical practice, and call for partnerships across clinicians, special educators and technologists to support children's communication development.

Experience and satisfaction: Exploring students’ perceptions of private and public higher education services

Higher education institutions (HEIs) operate in a dynamic environment driven by increasing competition, reduced funding and the deteriorating South African economy. Understanding the needs of students as customers puts pressure on HEIs to provide a unique customer experience to gain a competitive advantage, as both private and public HEIs compete not only for funding but also for prospective students. This study takes a business perspective of higher education by examining how students relate higher education service providers’ (academic and administrative staff) attitudes towards them, to their perceptions of service experience and satisfaction using a sample of 411 students and 428 employees from private and public HEIs in SA. Convenience random sampling was used to identify and select research participants. SPSS Version 22 was used to perform descriptive and inferential statistical analysis, and structural equation modelling was used to test seven (7) hypotheses. The study results highlighted important issues relating to customer-oriented behaviour in the HE industry. Students are more likely to have positive higher education experiences and be satisfied with services when higher education service providers are customer-focused and have a positive attitude towards students. This study recommends that HEIs ensure that their frontline employees (academics and administrators) are customer-focused and empowered to drive continuous improvement activities to enhance the overall customer experience and student satisfaction while maintaining academic integrity.

P16 Patient reported outcomes of cancer survivors with radiation induced fibrosis

Abstract Introduction This study aims to better understand the lived experience of head and neck cancer survivors who suffer from radiation induced fibrosis (RIF). Recording the lived experience of RIF will better inform us on the use of autologous fat grafting (AFG) as a therapy. Methods A focus group (n=5, M=3, F=2) was facilitated, centred around the impact of RIF on head/neck function, appearance, emotional and psychological wellbeing, and socio-economic aspects of participant's lives. Participants discussed the wider issues of cancer survivorship, patient education, and healthcare service provision. Coding and thematic analysis of the verbatim audio transcript was undertaken. We compared this data to currently available patient reported outcome measures, notably the University of Washington Quality of Life Questionnaire (UW-QOL) and modified our survey to encompass these experiences. Results Eight main themes were highlighted, listed in order of importance to patients; 1-Physical head and neck functions 2-Relationship with healthcare providers 3-Socioeconomic aspects of life 4-Appearance 5-Psychological and emotional wellbeing 6-Freedom and independence 7-External/Personal knowledge and sources of information for patients 8-Pain. Quantitative validation of our modified questionnaire, based on these results, and distribution to a wider patient cohort has further demonstrated the severity of symptoms experienced by these cancer survivors. Conclusion There is a clear unmet need for long-term support and novel treatments for this patient group. Future research should focus on treatments such as AFG, which could improve functional outcomes, appearance and emotional wellbeing in RIF patients.

MODERN MODELS OF PUBLIC-PRIVATE PARTNERSHIP IN THE FIELD OF VOCATIONAL EDUCATION AND TRAINING IN THE EUROPEAN UNION

The relevance of the article is determined by the need to study models of public-private partnership that are successfully implemented in the field of vocational education and training in the European Union countries to take into account their positive aspects in establishing cooperation between vocational (vocational-technical) education institutions with state and non-state partnership entities in Ukraine.
 Objective: based on the research results, to identify modern models of public-private partnership in the field of vocational education and training in the European Union countries, to find out their peculiarities and positive aspects for use in establishing cooperation between similar partnership entities in Ukraine.
 Methods: studying legislative, regulatory documents, empirical data - to determine models of public-private partnership in the field of vocational education and training in the European Union countries; analysis and synthesis, generalization of views on the investigated problem - to clarify the peculiarities of public-private partnership models in the field of vocational education and training in the European Union countries; drawing conclusions.
 Results: based on the analysis of legislative, regulatory documents, and empirical data, modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified, their peculiarities and positive aspects for use in establishing state-private partnership in the field of vocational (vocational-technical) education in Ukraine have been clarified.
 Conclusions: modern models of public-private partnership in the field of vocational education and training in the European Union countries have been identified: social-normative, focused on ensuring the quality of vocational education and training; resource-oriented, characterized by the presence of an investment climate, verified databases, contractual relations; institutional-communicative, focused on the development of interaction of educational service providers in the field of vocational education and training with the labor market to improve knowledge, skills, competences, qualifications. It was found that there is high activity in the implementation of public-private partnership projects in the field of vocational education and training in the European Union countries, which allows government authorities to invest in infrastructure development, support fundamental research, improve educational programs, etc., and businesses - to achieve their own goals in terms of increasing profitability, growth of charter capital value.

UKRAINIAN EDUCATION IN THE CONDITIONS OF WAR: NEW CHALLENGES, THREATS AND VECTORS OF CHANGES IN THE CONTEXT OF ENSURING THE QUALITY OF EDUCATION

The article analyzes the state of the education system in the conditions of russian aggression against Ukraine. The article is based on legislative and normative documents regulating the legal regime of martial law in Ukraine and the peculiarities of the functioning of the educational system during this period, as well as materials and research results of the Ministry of Education and Science of Ukraine, the State Service for the Quality of Education, the State Scientific Institution «Institute of Educational Analytics», of the National Agency for Higher Education Quality Assurance. Official statistical data on the number of educational institutions and students studying at them, as well as damaged and destroyed educational institutions during the war, are provided. Challenges and threats faced by the educational system during the aggression of the russian Federation against Ukraine, its impact on the functioning of the educational system and ensuring the quality of education, including: threats to the life and health of participants in the educational process, large-scale destruction of educational infrastructure, significant losses of the contingent are highlighted education seekers, pedagogical and teaching staff, restrictions on access to education, loss of administrative educational control in territories that have come under temporary occupation or are in the zone of active military operations, reduction of state and local budget expenditures on education. The results of the research showed that after the full-scale russian invasion of Ukraine, despite serious challenges and threats, the educational system at all levels survived and continued to function. At the same time, there were significant changes in the organization of educational activities of educational institutions, which undoubtedly affected the quality of the provision of educational services. These vectors of change related primarily to the security situation in different regions of the country, the choice of models for the organization of the educational process, its material, technical and information support, support for various categories of participants in the educational process, etc.

Education Policy Actions by the Ministry of National Education after the Earthquake Disaster on February 6, 2023 in Türkiye

One of the largest earthquake disasters in Turkish history occurred on February 6, 2023. The earthquakes impacted ten provinces greatly, which increased its destructive effect. Immediately following the earthquakes, the Ministry of National Education (MoNE) began providing education services and humanitarian assistance. By utilizing its human resources and production capacity, the MoNE was able to mitigate the effects of the earthquakes. The purpose of this study is to assess the support provided by the MoNE to the continuation of education services after the earthquakes as well as assistance to the citizens affected by the disaster, taking into account the global frameworks. It was observed that MoNE institutions played a major role in providing humanitarian assistance in the earthquake area. MoNE has taken on the majority of the production and distribution of food, shelter, and heating. To ensure that education services are provided as quickly as possible, the MoNE has developed education areas and appointed teachers and psychological counselors. As education services were rapidly launched through tents, containers, and prefabricated schools; preparations were made for the transition to face-to-face education. Students were able to continue their education during the course of their treatment in hospital classes. The transfer for students who wish to study in other cities was facilitated and free boarding facilities were provided. Based on the guidelines for education in emergencies frameworks by INEE and UNESCO-IIEP, it may be concluded that the MoNE effectively implemented the suggested policies for the continuation of education, and utilized its experience in the Covid-19 outbreak in providing social assistance.

An Assessment of Community Pharmacists' Competence and Involvement in Adolescent Sexuality Education and Reproductive Health Services.

Background: Provision of sexuality education and reproductive health (SERH) services for the adolescent population has been inadequate. Increasing access to adolescent SERH through the community pharmacy is a viable option in bridging this gap. Objective: The study objectives were to assess community pharmacists' involvement, self -reported competence, confidence and comfort level regarding provision of adolescent SERH services and explore barriers to service delivery. Method: A pre-tested questionnaire was distributed to 200 community pharmacists by simple random sampling. Self-reported competency and confidence were measured on a Likert scale ranging from 1-5, midpoint 3. Continuous data was expressed as mean and standard deviation while categorical data was expressed as frequencies and percentages. Results: Community pharmacist' self-reported competence, confidence and comfort levels were high, 4.09 ± 0.14; 3.2±0.75; 4.17± 0.18 respectively on a Scale of 1-5. Majority of the pharmacists, 130 (81.3%) claimed to have had formal training in sexuality education and nearly three quarters, 105 (65.6%) had recently updated their knowledge. Although product availability was adequate, 118 (73.6%), availability of educational materials was low, 37 (23%). Schools were the most frequent place where pharmacists had distributed sexuality education materials 96 (60%). Lack of time and religious objection were the major barriers to service delivery 99(61.9%); 63(39.4%) respectively. Conclusion: Pharmacist' self-reported comfort, competency and confidence levels in delivering adolescent SERH services were high. The major barriers to service delivery were lack of time and religious objection. These findings suggest that community pharmacists have a potentially major impact on improving access to adolescent SERH service. Therefore, the option of delivering SERH services through pharmacies is worth exploring in order to improve access and service delivery to the adolescent population.

THEORETICAL PRINCIPLES OF THE FORMATION OF RHETORICAL COMPETENCE OF FUTURE TEACHERS IN THE PROCESS OF PROFESSIONAL TRAINING

The article examines the theoretical foundations of the formation of rhetorical competence of future teachers in the process of professional training. It has been established that the problem of forming the rhetorical competence of future teachers is in the focus of a comprehensive study of the teacherʼs professional training, which is carried out on the basis of the competence approach. The views of scientists on the essence of the formation of rhetorical competence of future teachers are considered. The following components are distinguished in the structure of professional competence: theoretical, methodical, professional competence; socio-pedagogical, differential-psychological and auto-psychological competence. It was established that the “rhetorical competence” of future teachers is an important component of their training in higher education and involves the ability to effectively form a communicative strategy, formulate an opinion logically, accessible, communicate, skillfully use rhetorical techniques in order to form an individual oratorical style. It has been proven that in order to develop and form the language and communication skills and skills of students, the teacher must possess rhetorical competence, because for the provision of quality educational services, it is important not only to have information and be able to process it, but also to provide it in a high-quality manner to those seeking education. In the educational process of the future teacher, it is advisable to implement measures aimed at the formation of rhetorical competence: project technologies, trainings, master classes on the basics of public speaking, self-motivation, discussions, role-playing rhetorical games-improvisations, rhetorical exercises, exercises for mastering language techniques (setting the voice, developing diction, intonation, correct breathing). This will contribute to the formation of highly qualified teachers capable of solving a number of tasks professionally.
 Keywords: rhetoric; language; communication; linguistic and communicative competence; rhetorical competence; future teachers; competence approach; rhetorical knowledge, skills and abilities.

STRATEGIC FLEXIBILITY OF ZVO IN THE FORMATION OF COMPETITIVE GOALS IN THE CONDITIONS OF CHANGES

The article examines the issue of strategic flexibility of higher education institutions in modern conditions. The relevance of the study of the strategic flexibility of higher education institutions in the formation of competitive goals in conditions of change is determined by modern trends in the competitive advantages of higher education institutions; adaptation of flexible development strategies; partnership cooperation with European universities; increasing the competitiveness of the teaching staff; diversification of new areas of scientific activity and new opportunities for development. In the process of writing a scientific article, various general scientific research methods are used. An analysis of the development strategies of four institutions of higher education was carried out, namely, Ivano-Frankivsk National Technical University of Oil and Gas (Ivano-Frankivsk, Ukraine), Lviv Polytechnic (Lviv, Ukraine), Mining and Metallurgical Academy named after S. Staszyca (Krakow, Poland), Poznań Polytechnic (Poznań, Poland). The conducted analysis showed that the most important element is the goals and objectives, and their components are determined primarily not by strategic planning due to the improvement of the quality of education and the positioning of higher education institutions as a competitive market of educational services, it’s the adaptation to market conditions, the formation of a competitive specialist capable of working at the international level, the search and attraction of consumers, analysis of activities of educational institutions, analysis of provision of educational services to consumers, diversification of educational activities in order to enter the European market of educational services. The practical value of the research lies in the thorough analysis of development strategies for the implementation of flexible management of institutions of higher education in a changing, flexible and competitive environment. Strategic flexibility will allow to form a new environment of “VUKA” and “BANI”, because in difficult conditions, competitiveness of the university is quite important.

Exploring the High of School Dropout Rate: a Case Study on Bajo Tribe in South Sulawesi Indonesia

The purpose of this study is to find out the high incidence of school dropout in recent times. A study was conducted in Bajo tribe, South Sulawesi, Indonesia. The enrollment rate of children in primary school is lacking in this area. This research uses a qualitative case study approach in Bajo tribe to explore this phenomenon as clearly as possible. Observation, unstructured interviews with teachers, parent, and chieldren and a review of official documents were used for data collection. The data were analyzed descriptively and qualitatively. The results of this study, the high dropout rate for Bajo children were due to four main factors: for Bajo children: (1) cultural and environmental, (2) low family income, (3) school curriculum, classroom facilities, and teacher teaching methods, and (4) children's own life habits. In doing so, it is necessary to provide education services in a proportional way according to the characteristics and the natural of Bajo children. For futher research is needed to do something about how to minimize the number of Bajo children who dropout