Workforce Education Research Articles

University-based academic programs in addiction studies in the regions of Australia and Aotearoa New Zealand: An overview.

Current trends in the addiction field reflect a significant emphasis on the workforce development and education. There are already some data about university-based addiction studies programs, but not much from Australasia. The aim is to provide an overview and describe the academic programs for addiction professionals in Australia and Aotearoa NZ. The research was conducted in 2017 and updated in 2023. Firstly, university websites were searched using pre-defined keywords, followed by a content analysis of the identified programs. The data were analysed and interpreted by using descriptive statistics. We found 21 universities in Australia (13) and Aotearoa NZ (8) where 46 single programs are provided. There are three bachelor programs, nine masters, and the majority of degrees include (post)graduate certificates and diplomas. No doctorate programs are identified. The taught courses provide comprehensive coverage of the addiction field topics. Twelve programs state clearly that there is clinical practice/internship included. Application to most programs requires completion of a relevant degree and in some cases possible clinical experience. In comparison to educational options in other regions, we observe a trend towards preparing university graduates for the workforce, thereby expanding the range of programs at lower levels. Most programs possibly represent clinically oriented education primarily specialising in addictions, and graduate programs in addictions for professionals with other disciplinary bases. Great emphasis is given to the quality standards of education, and also to relationship between education and labour market. Findings help opening opportunities to collaborate globally.

Are educators and practising midwives working together to support the future workforce?

This series of six articles is inspired by themes arising from the Royal College of Midwives' state of midwifery education report. The series explores the current landscape and challenges in educating the future midwifery workforce, particularly those that relate to the higher education workforce. This penultimate article examines the interplay between the practice and academic environments and the impact this has on both students and staff alike, particularly in the wake of changing standards for student supervision. The article explores whether the nature of being an educator in a health field such as midwifery is unique because of the need to support students through placement challenges when there are limitations on what higher education institutions can realistically influence. It also examines the ‘extra’ responsibilities put on midwifery education staff to support students by way of ‘academic assessor’ roles.

Research on the Construction of Teacher Ethics and Conduct in Higher Education from an Evaluation Perspective: A Case Study of Province S

Teachers are the primary resource for educational development, and teacher ethics is the first standard for evaluating the quality of the teaching workforce. The state have always placed great importance on the work of teacher ethics and conduct. This paper, taking Province S as a case study, explores the evaluation mechanisms for teacher ethics in higher education. On the premise of clarifying the importance and urgency of teachers' ideological and political work, the paper delves into the significance of the evaluation system for teacher ethics and conduct in universities, summarizes key areas and challenges of teacher ethics assessments, and provides countermeasures for improving these mechanisms. Additionally, it discusses the current state of the teacher ethics evaluation system in higher education, analyzes its root issues, and explores improvements in content, methods, mechanisms, and the utilization of results, with the aim of strengthening the effectiveness of ideological and political work for university teachers and constructing a comprehensive framework for "large-scale ideological and political work."

Assessing Academic Perspectives on Infodemic Management and Health Security: A Needs-Based Approach

Abstract Background The information environment significantly impacts public health decisions, behaviors, and health security. Misinformation and disinformation can compromise health interventions and undermine public trust, and this phenomenon, known as the infodemic, is increasingly challenging to address and requires innovation and transformation of public health and education of the health workforce. This study aimed to assess the relevance of infodemic management (IM) to different academic fields and training needs to create a competent workforce. Methods As part of the US Federal Assistance Award within the University Partnership Program between Emory University and the University of Belgrade, a mixed-methods study was conducted to evaluate the curricula of all 31 faculties at the University of Belgrade. An online survey was distributed to faculty deans to assess the current educational framework and opinions on IM in various academic fields. This approach provided a multidimensional view of how IM is perceived and integrated across diverse disciplines. Results The survey received 33 responses from different departments at the University of Belgrade. Over 75% of participants identified misinformation as prevalent in their respective fields. More than half of the respondents believe that students are not sufficiently familiar with the concept of the infodemic and its potential consequences, only 9% believe these topics are well covered in the current curriculum, and over 90% agree that additional content on IM is required to update study programs, indicating a gap in our current educational approach. Conclusions Academic circles have acknowledged the issue of misinformation and its negative impact on public health. Current gaps in academic curricula indicate the critical necessity of integrating IM into educational programs. This innovative approach will provide future specialists with the necessary skills to navigate the complexities of the modern information ecosystem. Key messages • Over 75% of surveyed professors identify misinformation and disinformation as prevalent in their professional fields, indicating a widespread impact. • Over half of professors feel academic programs do not sufficiently equip students to navigate the information ecosystem, with over 90% calling for additional infodemiology content.

Backtalk: Where are the teachers of color? Getting cut out and lured away

Research has shown that having a diverse teacher workforce benefits students, but the population of teachers remains predominantly white, even as the student population becomes increasingly diverse. Andrew Kwok and Brendan Bartanen analyzed data from college applications in Texas and found that interest in teacher certification has declined in the past decade more than interest in other professions. Promisingly, the racial makeup of college applicants interested in teaching is relatively diverse. However, at every stage in the process toward becoming a teacher, the diversity decreases. They recommend that education leaders and schools of education make intentional efforts to reach out to students of color early about the possibility of becoming a teacher.

The role and needs of teachers/schools in infection, prevention and control post covid-19

Abstract Introduction COVID-19 highlighted the importance of infection prevention and control (IPC) across all settings. As children are important transmitters of infection, teachers and schools play an important role in infection prevention. The aim of this study is to understand attitudes towards, and knowledge of IPC in schools post-Covid, and highlight any gaps in the training and resources needed. Methods An online survey of 1000 primary and secondary school teachers was carried out across England. Pearson’s chi-squared test, corrected for survey design, was used to test for differences in proportions across levels of categorical variables. Two qualitative workshops with eight head teachers were carried out to gather more in-depth information. Results 1000 teachers completed the survey across a range of teaching roles. Respondents reported that IPC measures are now less frequently implemented than during the pandemic. 71% of respondents say their role has changed since the pandemic, now having more responsibility for pupil health and hygiene; higher in primary versus secondary school teachers (31% v 25%; p < 0.05). 1/3 felt this change was permanent; 84% had no IPC training. Knowledge gaps were identified in the areas of IPC roles within schools, and IPC measures. 72% teachers claim they feel better prepared to deal with a public health outbreak compared to pre-pandemic, although 22% do not have an updated IPC policy; 35% had unmet needs. Conclusions Schools and teachers play a pivotal role in preventing the spread of communicable disease, highlighted during the COVID-19 pandemic. Teachers need, and more importantly want, more IPC training. Training and updated policies would support the educational workforce who feel their needs are not being met. Providing more streamlined, consistent, clear and concise information from trusted sources is required. Key messages • It is imperative to understand educators’ role in IPC in schools as they are key players in supporting local and national efforts to reduce the spread of infections. • Teachers desire further training with comprehensive information, and up-to-date policies to support their infection prevention and control efforts in educational settings.

Indicators of primary health care workforce equity for attaining health equity

Abstract Background Healthcare workforce crises are often the result of inequities faced by healthcare workers. This study aims to discuss the primary policy questions related to health equity regarding the primary healthcare (PHC) workforce indicators. Methods Following the purposive review of published literature on HWF equity in PHC services, we applied an intersectional analysis of the compendiums of HWF indicators (e.g., supply, flows, skill mix, working conditions, promotion, training, funding, governance, etc.) to strategically link them to PHC policy issues for health equity and categorized qualitatively under each policy pillar against HWF crises. Results The proposed indicators address the measurement of multiple dimensions of health workforce equity. These include financial and non-financial incentives to monitor worker attrition reduction, gender pay gap, fairness in employment arrangements, remuneration, and working conditions. By monitoring the minimum wage for financially vulnerable health workforce groups, we can identify the need for potential increases to support well-being, reduce turnover, and increase productivity. Equally important is monitoring equity in health workforce education, planning, and management, which is crucial for achieving population health equity. By implementing indicators of health workforce diversity to address rural and underrepresented communities, primary healthcare managers can effectively plan the reduction of their unmet needs and minimize avoidable referrals. Conclusions To ensure equitable access to primary healthcare, we must measure workforce equity and its impact on population health. Monitoring the indicators of equitable health workforce policies and evaluating the improvement in retention and recruitment processes can more effectively address workforce crises. Key messages • Health workforce crises often stem from healthcare workforce inequities. • Health workforce equitable policies require a clear set of indicators.

Examining the Determinants of Financial Inclusion in South Asian Countries

Financial inclusion is an important aspect of achieving economic growth in South Asia. The present study is offered to examine the key factors of financial inclusion in South Asian countries. The study considered the 2017 World Bank Global Findex database for the analysis. The probit regression model is used to find the relationship between financial inclusion and its determinants for individual country level as well as for the group of South Asian countries. The results have shown that socio-economic variables like age, gender, education, income and workforce are important factors of financial inclusion. The higher income quintiles, upper education classes and workforce participation have a higher probability of owning bank accounts and greater chances of accessing formal savings and borrowings. Female households are still vulnerable in the process of financial inclusion in South Asian countries. The study suggested that financial inclusion can be enhanced with higher education, higher income and more workforce participation. JEL Codes: G21, D14, C25

Diversifying the teaching workforce: challenges and opportunities in initial teacher education (ITE)

ABSTRACT Globalisation and migration have led to increasingly diverse classrooms. Yet teachers from ethnic minority backgrounds continue to be disproportionally under-represented in the teaching workforce. While education policies often focus on addressing student differences and diversity, the attention is rarely extended to diversifying the traditionally homogenous teaching workforce. The result is the widening diversity gap between teachers and the students they teach. This has implications for social justice, equity and inclusive education. While the benefits of a diverse teaching workforce are widely recognised, efforts to increase teachers from ethnic minority backgrounds yielded limited results. This paper discusses the challenges that support the attraction and retention of teacher candidates in initial teacher education and their transition into teaching and recommends strategies addressing structural, institutional, and environmental factors that deter them from the teaching profession.

"Endogenous forces" and "exogenous forces": a study on the development of the rural teaching workforce in the context of rural revitalization

In the context of rural revitalization, the development of the rural teaching workforce relies on the synergistic promotion of endogenous forces and exogenous forces. endogenous forces mean internal driving forces that emphasize proactive and innovative personal motivation, while exogenous forces refer to external supports that focus on resource investment and policy guidance. However, an increasing emphasis on exogenous forces while neglecting endogenous forces has limited the sustainable development of China’s current rural teaching workforce. We believe that activating endogenous forces is a key and weak link in promoting the synergistic development of rural revitalization and the rural teaching workforce. Only when endogenous forces are activated by exogenous forces and achieve a "feedback" effect on exogenous forces can a positive cycle in the development of rural teachers be established. In summary, the collaborative development and mutual reinforcement of endogenous and exogenous forces will enhance the professional development of the rural teaching workforce.

Child health in the first 100 years of Republic of Türkiye: a story of hope, labor and success.

The Republic of Türkiye commemorated its 100th year in 2023. Within one century, a battle weary, poor country has changed into a powerful, game changing leader in the world. This was accomplished by the motivation and overwork of the Turkish nation and a great leader, Mustafa Kemal Atatürk. The status of child health in 1923 can be summarized as high infant and under-five mortality rates, epidemic diseases and hardly any healthcare facilities and health-care professionals. Since a healthy, well educated workforce was one of the main requirements for the development of the young republic, child health was given a great emphasis. With the efforts of the whole nation, many children's hospitals were established, infant mortality decreased, and malaria, neonatal tetanus, polio and diphtheria were eradicated. In this article, the progression of child health in the first 100 years of the Republic of Türkiye will be reviewed.

Beyond the Demographics of the Special Education Workforce: Developing Intersectional Competence to Sustain Teachers of Color

This case demonstrates how school administrators’ development of intersectional competence can disrupt racial inequity in special education. Intersectional competence refers to educators’ preparedness to recognize how schooling is implicated in multiple, intersecting systems of oppression, collaborate with relevant stakeholders who themselves navigate multiple social marginalizations, and consider sociocultural differences while making instructional decisions. Examining how federal legislation approaches racial disparities in special education and its emphasis on personnel preparation for students with disabilities, the authors argue that recruiting, preparing, and sustaining racialized teachers is more complex than simply focusing on their racialized identities.

The background and experience of neuroscience teachers in Australian universities: A cross-sectional survey.

Neuroscience is an academic discipline taught within a broad range of university degrees and programs. The expertise and experience of neuroscience teaching staff contribute to the student's learning experience and knowledge acquisition. We undertook a survey to characterize the neuroscience teaching workforce and practices in Australian universities, and to investigate access to and deficiencies in neuroscience teaching resources and training. Two hundred neuroscience teaching staff completed our anonymous online survey. The responses indicated that neuroscience is primarily being delivered by highly qualified (86% with doctoral degrees, 27% with formal qualifications in tertiary teaching), research-active (45% were recently primary supervisors of research students) teaching academics with secure employment (77% in full-time continuing positions). There were more females (61.5%) than males (38.5%) in the sample and most respondents taught neuroscience to students enrolled in a range of degrees/programs. Most survey respondents could access an anatomy laboratory for teaching (87%) but access to specialised online resources, such as augmented reality presentations, customised game-based learning approaches, and/or online brain atlases, was limited. Most survey respondents reported they would benefit from increased access to neuroscience teaching resources and/or peer-tested teaching materials (80%), an informal network of Australian neuroscience teaching peers (64%), and/or training workshops on neuroscience teaching (59%). Approximately half of survey respondents supported the creation of national guidelines for neuroscience teaching curricula. The survey results identify specific gaps in teacher training and resources and inform the development of strategies to support tertiary teachers of neuroscience and student learning.

Smart Farming for Sustainable Agriculture: A Case Study through Korean Public TVET

This study aims to present implications for sustainable education and training of the agricultural workforce. It introduces the case of a smart farm learning factory as an educational facility at Korea Polytechnics. Learning factory refers to the practical experience gained using the knowledge acquired in engineering education to solve problems in the actual work field. For this study, we analyzed the smart farm case of Hongseong Campus of Korea Polytechnics, a government-funded vocational education institution in Korea. The research questions are as follows. First, what is the purpose of establishing a smart farm education and training facility? Secondly, what is the performance of the facility? Thirdly, what are the implications of the Korean smart farm for sustainable TEVT? As a result of analyzing the case, the purpose of establishing the facility was to improve the practical capabilities of convergence technologies used in machinery, automation, industrial facilities, and electrical departments. Additionally, the performance has been found to serve as the foundation for project-based learning subjects that incorporate convergence education, and companies have been able to reduce training costs and contribute to sales profits by using this facility to train employees. Finally, the implication of sustainable TVET through smart farm cases is that it has provided a way to enhance the effectiveness of teaching and learning guidance at agricultural sites, create educational resources that can utilize advanced agricultural technologies for sustainable development, and actively cooperate and collaborate with educational institutions, governments, and local companies.

Assessing the Psychological Well-being of TVET Stakeholders: Implications for Sustainable Workforce Development

The psychological well-being of the community is crucial for sustaining a productive and effective workforce. However, there is limited research on integrating well-being into Technical and Vocational Education and Training (TVET) strategies to improve community well-being, specifically psychological and mental health. The purpose of this study is to assess psychological well-being across five domains: positive emotions, negative emotions, life satisfaction, psychological functioning, and social well-being, besides to emphasizing wellbeing and TVET sustainability. Data were collected from 3062 civil officials in the Ministry of Rural and Regional Development (KKDW) by using random sampling methods, using the Malaysian Psychological Well-being Index (IKPM). Findings reveal a moderate level of composite index of psychological well-being among civil servants that includes policymakers and instructors of TVET. These results underscore the need for specific interventions to enhance civil servants' well-being. Improving the psychological well-being index can aid in designing and managing TVET programs, leading to better educational outcomes and workforce development. Implementing personalized programs targeting various well-being areas could significantly improve mental health, fostering a more supportive and productive work environment. Additionally, developing detailed civil servant profiles to identify individuals or groups needing precise psychological interventions is planned. Integrating well-being into TVET initiatives can further enhance psychological well-being by equipping TVET stakeholders with the necessary skills and knowledge to perform their roles effectively, thereby increasing job satisfaction and reducing stress levels. These findings highlight the importance of targeted interventions to improve the overall well-being of TVET for sustainable growth.

Effectiveness of Aklan Information and Communications Technology Council in the new normal

This study was anchored on the Republic Act No. 10844, the Department of Information and Communications Technology Act of 2015, assessing the effectiveness of the Aklan Information and Communications Technology Council in the new normal. The respondents of the study were members of the Aklan Information and Communications Technology Council from the different sectors such as academe, provincial government of Aklan employees, national government agencies, private business owners and stakeholders. The descriptive research design was employed using a researcher-formulated questionnaire-checklist. The study found that the Aklan Information and Communications Technology Council, characterized by a young, educated workforce, demonstrates positive consensus on program effectiveness and initiatives but faces challenges such as power issues and organizational shortcomings, as indicated by demographic analysis, project evaluation, and statistical correlation. This study was conducted from August 2023 to December 2023, and was limited only to the items in the instrument, giving emphasis on demographic profile of respondents in the effectiveness of Aklan ICT Council in the new normal, extent of the effectiveness of Aklan Information and Communications Technology Council in the new normal and problems encountered by Aklan Information and Communications Technology Council in the new normal. The study results recommend that the council should refine its strategies, focusing on resolving specific problems such as power rate concerns and organizational structure issues. Sustaining efforts such as the Visayas ICT Cluster Organization Conference and support for entrepreneurship will further strengthen the council's impact in addressing the challenges in the ICT sector.

Evaluating the Development Dynamics, Challenges, and Strategic Enhancements of Private Undergraduate Colleges

This study examined the development effects, existing challenges, and potential improvement strategies for private undergraduate colleges in Guangdong Province, China, over the past 40 years. Since establishing the first private higher education institution in 1993, the sector has expanded significantly, with private colleges now accounting for a substantial portion of the province's higher education landscape. The analysis highlights the effectiveness of these institutions in aligning with national educational goals and regional economic needs, as well as their contributions to talent cultivation. However, the study also identifies critical issues, including the quality of talent training, internal governance deficiencies, and the need for enhanced faculty development. Furthermore, it emphasizes the importance of strengthening party building and ideological education within these institutions. The paper proposed comprehensive strategies to address these challenges to improve governance structures, optimize educational quality, and foster a high-quality teaching workforce. Ultimately, this research aims to provide insights that can guide the development of private undergraduate colleges in Guangdong Province, ensuring they contribute effectively to the region's economic and social advancement.

Problems affecting procurement performance in Metro Kalibo Water District

The purpose of the study is to assess the problems affecting procurement performance that may be used to develop procurement methods and procedures for enhanced operational efficiency in Metro Kalibo Water District in the Philippines. The research design used in this study was descriptive-quantitative design. The respondents of the study were the ninety-nine employees of Metro Kalibo Water District. The study covered the period of one calendar year, from January 1, 2023 to December 31, 2023, and was limited only to demographic profile of employees, problems affecting procurement performance, and the measures to address the problems affecting procurement performance in Metro Kalibo Water District. The assessment of procurement performance at Metro Kalibo Water District is enriched by a diverse and highly educated workforce, including many with advanced degrees. This diversity provides a comprehensive range of expertise, with balanced input from both operational and managerial staff, and perspectives from employees with varying lengths of service. The distribution across different salary grades further enhances the multifaceted understanding of procurement functions. The Metro Kalibo Water District highlights the importance of effective procurement planning, clear procedures, staff competency, and adequate resource allocation. There is a significant relationship between employee demographics and procurement problems, as well as between these problems and the measures to address them, emphasizing the interconnected nature of these factors in achieving efficiency and transparency.

Normalising the Implementation of Pharmacogenomic (PGx) Testing in Adult Mental Health Settings: A Theory-Based Systematic Review.

Pharmacogenomic (PGx) testing can help personalise psychiatric prescribing and improve on the currently adopted trial-and-error prescribing approach. However, widespread implementation is yet to occur. Understanding factors influencing implementation is pertinent to the psychiatric PGx field. Normalisation Process Theory (NPT) seeks to understand the work involved during intervention implementation and is used by this review (PROSPERO: CRD42023399926) to explore factors influencing PGx implementation in psychiatry. Four databases were systematically searched for relevant records and assessed for eligibility following PRISMA guidance. The QuADS tool was applied during quality assessment of included records. Using an abductive approach to codebook thematic analysis, barrier and facilitator themes were developed using NPT as a theoretical framework. Twenty-nine records were included in the data synthesis. Key barrier themes included a PGx knowledge gap, a lack of consensus in policy and guidance, and uncertainty towards the use of PGx. Facilitator themes included an interest in PGx use as a new and improved approach to prescribing, a desire for a multidisciplinary approach to PGx implementation, and the importance of fostering a climate for PGx implementation. Using NPT, this novel review systematically summarises the literature in the psychiatric PGx implementation field. The findings highlight a need to develop national policies on using PGx, and an education and training workforce plan for mental health professionals. By understanding factors influencing implementation, the findings help to address the psychiatric PGx implementation gap. This helps move clinical practice closer towards a personalised psychotropic prescribing approach and associated improvements in patient outcomes. Future policy and research should focus on the appraisal of PGx implementation in psychiatry and the role of pharmacists in PGx service design, implementation, and delivery.

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens

BackgroundEarly- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia.ObjectivesDetermine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace.Methods114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey.ResultsWhilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways.ConclusionEarly- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.