Use Of Information And Communication Technology Tools Research Articles

Exploring the Potential of ICT Tools in Replacing Vernacular Education for ELT Out-of-Classroom Students

This study looks at the possibility for information and communication technology (ICT) tools to take the role of native language instruction for English language teaching (ELT) outside of the classroom. The use of ICT tools in education is becoming more and more common as digital technologies develop. The question of whether these resources can completely replace conventional vernacular teaching strategies in the context of ELT for students learning outside of the classroom still needs to be answered. To offer a thorough understanding of the subject, this essay examines the benefits and drawbacks of ICT tools, the importance of human connection in language learning, and the cultural setting of language acquisition

ANALYSIS OF MULTIDIMENSIONAL POVERTY AMONG RURAL FARMING HOUSEHOLDS IN TARABA STATE, NIGERIA

The study analyzed the training needs of extension agents on information and communication technologies (ICTs) in Kaduna State Agricultural Development Programme (KADP), Nigeria. Seventy-five extension agents were randomly selected for the study. Data were collected using structured questionnaires and analyzed using frequencies, percentages, mean and multinomial regression. The results revealed that the majority of the extension agents had a great need for training in the use of ICT facilities such as multimedia (85%), remote sensing equipment (83.3), internet (83.3%), video camera (81.7%), audio recorder/player (76.7%), computer (73.3%) and audio-visual aids (66.7%). majority (83%) of the respondents had participated in one extension programme or the other while 20 % of the extension agents have never participated into any agricultural extension programme. Factors that influence the training needs of extension agents included training (-0.349 and 0.312), education level (-0.322 and 0.205), job experience (0.142) and age (-0.528) of the extension agents. The major constraints associated with the use of ICT tools by extension agents include lack of skills and knowledge, poor finance, the problem of internet coverage and connectivity, high cost of ICT tools, poor power supply and unavailability of ICT tools. The establishment of ICT units equipped with modern ICT facilities for extension services in all the KADA zones should be carried out. Training courses on the application ICT facilities in extension services should be planned and conducted for all extension agents in KADP for effective extension service delivery.

ASSESSMENT OF TRAINING NEEDS AMONG AGRICULTURAL EXTENSION AGENTS ON INFORMATION AND COMMUNICATION TECHNOLOGIES IN KADUNA STATE AGRICULTURAL DEVELOPMENT PROGRAMME, NIGERIA

The study analyzed the training needs of extension agents on information and communication technologies (ICTs) in Kaduna State Agricultural Development Programme (KADP), Nigeria. Seventy-five extension agents were randomly selected for the study. Data were collected using structured questionnaires and analyzed using frequencies, percentages, mean and multinomial regression. The results revealed that the majority of the extension agents had a great need for training in the use of ICT facilities such as multimedia (85%), remote sensing equipment (83.3), internet (83.3%), video camera (81.7%), audio recorder/player (76.7%), computer (73.3%) and audio-visual aids (66.7%). majority (83%) of the respondents had participated in one extension programme or the other while 20 % of the extension agents have never participated into any agricultural extension programme. Factors that influence the training needs of extension agents included training (-0.349 and 0.312), education level (-0.322 and 0.205), job experience (0.142) and age (-0.528) of the extension agents. The major constraints associated with the use of ICT tools by extension agents include lack of skills and knowledge, poor finance, the problem of internet coverage and connectivity, high cost of ICT tools, poor power supply and unavailability of ICT tools. The establishment of ICT units equipped with modern ICT facilities for extension services in all the KADA zones should be carried out. Training courses on the application ICT facilities in extension services should be planned and conducted for all extension agents in KADP for effective extension service delivery.

Students’ Perceptions of The Use of ICT Tools in Language Preparatory School

This article examines the role, advantages, and obstacles associated with the utilization of Information and Communication Technology tools in the context of language learning and teaching. The primary objective of this study is to explore the advantages of technology tools throughout various domains of life, particularly in the context of education, encompassing students, instructors, and parents. Additionally, this study aims to investigate both the detriments and advantages associated with using these tools. This study utilized a Likert-scale questionnaire administered through Google Forms to gather student perspectives. Additionally, face-to-face interviews were done with a sample size of 31 students. Upon analysis of the findings, it was discovered that the students had a predominantly favorable disposition towards these instruments. They stated that these tools contributed to their language learning and improved language skills. According to the findings of the study, the mobile phone emerged as the predominant instrument among students, with a utilization rate of 84%. Furthermore, certain drawbacks have been identified through empirical investigations, in addition to the mentioned advantages. Recent findings indicate that the utilization of Information and Communication Technology (ICT) tools in educational settings has been associated with many negative consequences. These include the potential for distraction among students, their increased isolation, and the exacerbation of existing disparities among students from diverse economic backgrounds. The prevailing consensus derived from extensive study suggests that Information and Communication Technology (ICT) tools possess a greater number of benefits in the realm of language learning and instruction, as opposed to drawbacks.

Digital Integration: A Productive Pedagogy and its Efficacy of Language Learning

Technology in Education is the catalyst and has become a ubiquity in bringing education to all and bridge the digital divide. In the field of Teaching and English Language Learning the profound nature of technology plays a multifarious role. It facilitates both the Teacher and the Learner in the form of Digital Tools. A plethora of digital tool gives us multifaceted use of technology in classrooms by Information and Communication Technologies (ICTs). Meticulously using ICT tools will liberate and enable a new way of learning, teaching, communicating, and working collaboratively. The use of digital tools in teaching creates an environment of learner centred education. The intention of this paper is objective to show the impact of the use of ICT tools in English Language teaching among the learners. Incorporating gamification tools creates encouragement and participation also builds teamwork,produce creativity and deep thinking amongst the learners. Therefore, the advancement of technology in education develops an inclusive environment and help the learners to learn the English language. The integration of digital tools in the pedagogy brings the experiential learning among the students and learns the language effectively and productively.

Awareness, Adoption and Perception of Lecturers toward the Use of Information and Communication Technology (ICT) in Nigeria

The adoption of information and communication technology is not encouraging in many developing countries and a better understanding of the factors that influence their integration is expected to promote their effective utilization. The study employed the use of the Universal Theory of Acceptance and Use of Technology (UTAUT) to identify the factors that influence the use of ICT. The study is anchored on a survey research design. Data were collected using a structured online questionnaire (google form). Findings from the study reveal that effort expectancy was related to behavioral intention to use ICT. Performance expectancy was related to behavioral intention to use ICT. The study, therefore, recommends that the universities management should create a conducive environment that will promote the effective use of ICT tools and organize training programmes for the effective use of the tools.

Аналіз результатів складання Єдиного державного кваліфікаційного іспиту КРОК 1 за спеціальністю «Педіатрія» як модернізація освітнього процесу вищої медичної освіти України

While implementing European integration processes in the educational space of Ukraine, medical higher education did not remain aloof. The main stage of quality control of higher medical education by means of information and communication technologies (ICT) was the reformatting of the license integrated exam Step 1 “General medical training”, which was taken by students of higher medical education in the specialties “Medicine”, “Medical psychology” and “Pediatrics” in Unified State Qualification Exam (USQE) STEP 1 (USQE STEP 1) separately for each specialty. Thus, unlike other European countries, since 2019, Ukraine has been training specialists in specialty “Pediatrics” at the stage of undergraduate training. Purpose - to conduct a comparative analysis of the results of the first stage of the USQE STEP 1 by applicants for higher medical education in the specialty 228 "Paediatrics" in Ukraine and the Bogomolets National Medical University. Materials and methods. Analytical references to the results of the first stage of the USQE Step 1, which are provided by the Testing Center at the Ministry of Health of Ukraine for the period from 2019 to 2021; the statistical significance of comparative indicators was proved using Fisher’s test, with a statistical error that corresponded to the specified value for ≤0.05. Results. During the period of remote and transitional forms of organization of the educational process in higher medical education (2019-2021), stabilization of education was achieved thanks to ICT tools: the overall success rate of applicants for specialty 228 “Pediatrics” in Ukraine increased by 3.0%. Effective adaptation measures have been taken to organize the educational process at Bogomolets National Medical University by means of ICT for applicants of specialty 228 “Pediatrics”: the overall success rate increased by 2.1% against the background of a 4% decrease in the national rate. Improvement of the methodological conditions of the organization of the educational process of training applicants of higher medical education in specialty 228 “Pediatrics” was proven by the methods of mathematical statistics. Conclusions. The obtained results prove the effectiveness of organizational forms of training in separate periods with the use of ICT tools with the use of mathematical statistics methods. The analysis of the main indicators made it possible to identify the conditions and factors affecting the results of the successful completion of the USQE STEP 1, which made it possible to implement ICT tools that contributed to increasing the efficiency of the educational process. No conflict of interests was declared by the authors.

Teachers’ Knowledge and Practice of Using ICT Tools in High School Science Teaching and Learning

Information and communication technology (ICT) tools are the integral part of innovative science teaching. Effective uses of ICT tools play a vital role in teaching and learning in this era. This research was done to analyze the level of expertise and practice of using ICT tools among teachers in classroom teaching. The study is based on quantitative descriptive design. Four municipalities and 16 schools were selected randomly. Fifty science teachers were selected on the basis of census sampling from Siraha district. The collected data were evaluated by utilizing statistical tools which indicates that most science teachers have inadequate access to ICT tools and have moderate knowledge and practice of handling them. All teachers used mobile phone and internet for personal purpose but ICT tools practices were poor in an integrated science classroom. The traditional lecture-based pattern of teaching, lack of ICT-specific knowledge and practice, content-based knowledge of teachers, aged teachers, inadequate ICT infrastructure and lack of ICT-friendly environment are the major barriers to the transfer of ICT teaching-learning process. The study suggested that there is the need for conducting of ICT based educational training, and preparing the teaching guidelines for regular use of ICT tools.

ICT-enabled approach for humanitarian disaster management: a systems perspective

PurposeEach stage in disaster management faces different challenges concerning information gathering, sharing, interpretation and dissemination. However, a comprehensive understanding of different information and communication technology (ICT) systems utilised for humanitarian disaster management is limited. Therefore, the paper follows a systems thinking approach to examine ten major man-made and/or natural disasters to comprehend the influence of ICT systems on humanitarian relief operations.Design/methodology/approachA longitudinal, multi-case study captures the use of ICT tools, stakeholders involvement, disaster stages and zones of operations for relief operations over the past two decades. A systems thinking approach is utilised to draw several inferences and develop frameworks.FindingsMultiple ICT tools such as geographic information systems, online webpages/search engines, social media, unmanned aerial vehicles/robots and artificial intelligence are used for rapid disaster response and mitigation. Speed and coordination of relief operations have significantly increased in recent years due to the increased use of ICT systems.Research limitations/implicationsSecondary data on the past ten disasters is utilised to draw inferences. The developed ICT-driven model must be validated during upcoming humanitarian relief operations.Practical implicationsA holistic understanding of a complex inter-relationship between influential variables (stakeholders, disaster stages, zones of operation, ICT systems) is beneficial for effectively managing humanitarian disasters.Originality/valueBroadly classifying the ICT systems into surveillance, decision support and broadcasting systems, a novel ICT-enabled model for humanitarian relief operations is developed.

Evaluating Digital Technology Access and Usage among Teachers

This study investigates teachers' access to digital technologies in Public Basic Schools in Asante Akim Central Municipality, Ghana. The study uses a quantitative approach to evaluate the availability and types of Information and Communication Technology (ICT) tools, teachers' motivational and physical comfort with digital technologies, and their skills and usage patterns. Engaging with 108 teachers highlights gaps in access to and use of ICT tools. The results demonstrate that while teachers have access to digital tools such as laptops and smartphones, their access to specific software and digital tools is limited. In terms of motivation, teachers are primarily intrinsically motivated to use digital technologies. Teachers exhibited comfort and confidence in utilizing ICT tools, indicating operational skills and access to ICT. The findings underline the need to address these educational implementation gaps and reduce the digital divide. This research contributes to the literature on digital technology access in developing countries and provides valuable insights for stakeholders involved in integrating educational technology.

Teaching Information and Communication Technology (ICT) in Zimbabwean Polytechnical Colleges: Success and Challenges

The aim was to investigate the success and challenges of Information Communication Technology (ICT) in Zimbabwean Polytechnics. The study was guided by the objectives that included assessing the success in common computing skills levels among the staff and students, investigating levels of usage of ICT skills adoption and integration between students and staff, and to investigate the challenges in ICT skills adoption and integration between staff and students. Relevant literature was covered in chapter two. The literature was presented by referring to different researchers that wrote on challenges of ICT adoption and integration in the form of constructive argument by the aid of authors in support and those against. The research adopted interprevist research philosophy he target population of the study constituted 220 employees of the polytechnics and was reduced to 140 making use of sample size determination model by Krejice and Morgan. Operating systems, word processing, spreadsheets, presentation software, and use of the internet were the common computing skills level among the staff and students. Frequency use of ICT tools in teaching and learning, frequency use of computers and the Internet for teaching and learning purposes, mandatory use of computers for teaching and learning, students being conversant with the use of ICT tools, and having a college budget to support ICT skills development determined the levels of usage of ICT skills adoption and integration between students and staff. The challenges in ICT skills adoption and integration between staff and students were lack of funding from the government and stakeholders, improper ICT infrastructure, expensive hardware and software costs and lack of skills and expert knowledge. The recommendations of the study were that the institutions should upgrade their ICT infrastructure and resources in order to maintain the success in computing skills level of staff and students, come up with short computer courses with diverse computer packages to enhance the level of ICT skills usage of staff and students and identify critical needs in the community and come up with potential projects to sustain themselves and build a reliable ICT infrastructure.

Constraints to the use of ICT tools in Anambra State, Nigeria

The study investigated whether there are some constraints to the use of Information and Communication Technologies (ICTs) by rice farmers in Anambra State, Nigeria. Multi-stage, purposive and random sampling techniques were used to select 120 rice farmers for the study. The data was collected with a well-structured questionnaire, and analyzed with descriptive statistics and mean scores from the 5-point Likert scale. The results revealed that the majority (60%) of the respondents were males with a good level of education and a mean age of about 49 years among other socioeconomic profiles. With regards to information needs, the study found that the majority (90.80%) of the farmers needed information on pests and disease management, followed by information on appropriate planting dates and techniques (87.50%), among others. Major sources of agricultural information among the rice farmers were fellow farmers or progressive farmers (98.30%), extension agents (87.50%), and mobile phones (84.20%). However, farmers preferred channels for receiving information are through fellow farmers and extension agents. Haven found that the major constraints to the effective use of ICTs are inadequate funds, the high cost of acquiring ICT tools, irregular power supply, and inadequate time for farmers. The study recommends that key stakeholders should be encouraged to provide affordable credit facilities to farmers to reduce the financial burden of acquiring and maintaining certain ICT devices.

Impact of the covid-19 pandemic on the use of ICT tools in science and technology education

This article analyzes the self-concept about digital competence in university professors of Sciences, Health Sciences and Engineering and the impact that the COVID-19 pandemic has had on the Information and Communication Technologies (ICT) use habits of professors in these areas. For this purpose, a survey designed by the authors was completed by 340 university professors in the aforementioned areas. Based on the answers obtained from this survey, a descriptive quantitative analysis of the assessments of the self-concept of digital competence and training of the participants, of the didactic use of ICT and the frequency of their use before and after the pandemic has been carried out. The results showed that the digital competence of the professors is intermediate, but their training is valued as low, especially in Sciences and Health Sciences. The assessment of ICT is very good. The pandemic has caused a generalized increase in the use of ICT, mainly in Health Sciences, which is the area in which university students were most reluctant to use them. In addition, a gender gap which did not exist before the pandemic has been generated favoring females in the use of ICT in Science and Engineering. An age-based digital gap that existed before the pandemic has also been corrected in Health Sciences.

Teachers’ quality on use of information and communication technology tools for teaching Arabic Language in Ilorin- South Secondary Schools

Information and Communication Technology (ICT) has become an indispensable tool which has penetrated all aspects of human life. Based on this fact that the researcher examined post primary school teachers’ quality use of ICT tools for teaching Arabic Language in Ilorin South Local Government Area. Descriptive research method was adopted for this study. The population for this study comprised all secondary school Arabic teachers in Ilorin South Local Government Area while the target population is the Arabic teachers at SS I to SS III. Purposive sampling technique was used to sample 150 teachers as respondents which constituted the study sample. Researcher designed checklist was used for the instrument. Research question one with correspondent hypothesis was tested with t- test, while research questions 2,3 with similar hypotheses were tested using One-way ANOVA at alpha level of 0.05. Finding of the study shows that:(i) Significant difference exist in the Arabic teachers’ usage of ICT tools based on gender.;(ii) statistically significant difference did not exist in the Arabic teacher’s usage of information and communication technology tools based on qualification; and (iii) significant difference exist in the Arabic teacher’s use of ICT tools based on experience. Based on these findings, conclusion was reached thus Arabic tutors quality has a significant impact on the use of ICT tools in secondary, which include satellite broadcast, digital player computer and so on, also, the ministry of education should be inspecting and monitoring the use of available ICT tools and its usage in teaching Arabic language among others.

Does the use of ICT by Teachers Influence Learners’ Academic Performance during the COVID-19 Environment?

Information and Communication Technology (ICT) use in the education sector has gained momentum ever since the outbreak of the COVID – 19 pandemic. This study critically analysed the use of ICT tools by secondary school teachers to ascertain if they had an influence on learner academic performance during the era of the COVID – 19 pandemic. A mixed approach which employed both the use of quantitative and qualitative research methods was used to collect data for this study. The finding of this study showed that information communication technology tools have a positive influence on improving academic performance. The study recommended that schools should be provided with enough and relevant resources needed to make a huge impact on education. Teachers and facilitators should be trained on the best use and pedagogies which involves the use of ICT in teaching and learning. In addition, the Ministry of Education and Skills Development Botswana and all the concerned education stakeholders need to make sure that ICT teaching and learning workshops are conducted in every educational sphere so that every teacher, facilitator and learner is well equipped with the appropriate use of technology to achieve the desired results. The results of this study advised on the use of ICT to improve learner academic performance. . Keywords: Academic performance, Technology use, Technology adoption, Learners

Utilization Pattern of ICT Tools by Paddy Growers in Uttar Pradesh

Information and Communication Technology (ICT) in agriculture refers to the process of making available ICTs to assist, enhance, and optimise the dissemination of knowledge among the farmers. This study was conducted during 2018-19 in Sultanpur district of Uttar Pradesh. Due to the district’s significant area under rice cultivation, Sultanpur in Uttar Pradesh was chosen as the location of the research. For the sampling a total of 120 farmers, from five villages were selected randomly by using proportionate random sampling technique. ICT utilization among the farmers was the maximum and 45.83 per cent respondents were using ICT tools to a medium extent, and the mobile was the most utilized ICT tool, ranking first with a mean score value of 6.99. In contrast to age, caste, family type, social involvement, and material ownership, this showed non-significant and negative correlations with the extent to which ICT tools were used. The variable ‘education’ had a very significant and positive correlation with the use of ICT tools that mainly effect the utilization of ICT tools 19. The utilization extent of ICT tools was satisfactory but still there was need of awareness and educational programmes to be introduced in study area.

Investigating the Barriers of ICT use in Teaching and Learning at Public Schools in South Africa

Information and Communication Technology (ICT) has reshaped the field of pedagogy in many different ways. The increasing use of ICT tools in teaching and learning cannot be overlooked. Learners who are abreast with technology are independent and relieve overreliance on educators regardless of the geographical distance. ICT is important within the education sector as a means of enhancing the process of teaching and learning in a classroom. Despite the value of effective use of ICT tools, the South African government, having designed the curriculum to support effective ICT use in teaching and learning, and to some extent having provided ICT tools in public schools, there are still challenges in the effective adoption of ICT tools in teaching and learning. The purpose of this study is to investigate the barriers of ICT tools use in teaching and learning and propose guidelines in teaching and learning at public schools. The study used a mixed-method and data was collected from public school teachers through a questionnaire composed of both qualitative and quantitative variables. To gain further insight, educationalists were also interviewed. It was discovered that there are multiple challenges that hinder the adoption of ICT in public schools. Key challenges identified in the study include a lack of ICT relevant skills, lack of ICT infrastructure, poor IT support, lack of efficacy from the level of teachers, and attitude were amongst many other influencers to non compliance. The study recommends that the government adopt an ICT framework that will advocate for unison in ICT policy from all walks of government (district, provincial, and national) and also mandate and incentivize use of ICT by teachers in teaching and learning.

Analysis of the Needs of Social Workers Regarding Their Utilization of ICT in the System of Provision of Social Services (Kyiv City, Ukraine)

The use of information and communication technologies (ICT) is an important element in the work of social workers. Recent progress in ICT creates fundamentally new opportunities for social work in the provision of social services, including high-quality and timely responses to the requests of vulnerable population groups and persons in crises. In the information sector, work in the social sphere requires knowledge and skills in effective search, accumulation, processing, storage, presentation, and transmission of data using computers and computer networks. A social worker must be able to use information and computer technologies both for self-development in the professional sphere and for organizing their daily practical activities and solving socially significant problems. Therefore, it is necessary to form and develop ICT competence in professional activities for the quality provision of social services. The purpose of the study is to determine the ICT tools used in the practical work of social workers in the provision of social services, the scope of ICT application, and the analysis of the needs of social workers in Kyiv regarding the introduction of ICT into the system of providing social services.An online survey of social workers of state and non-state organizations in Kyiv, which provide social services to vulnerable population groups and persons in crises, was conducted. The theoretical sampling method was used, which made it possible to formulate generalized recommendations regarding introducing ICT tools into the social services system. To determine the typical ICT tools and directions of ICT used in social work, an expert meeting was held with specialists of the Department of Information and Analytical Work of the Kyiv City Center of Social Services. Resource monitoring was used for the automated search of information on the Internet.The authors of the article researched the information and communication technologies used by social service providers in their work and highlighted the prospects of ICT tools in state and non-state organizations. The ICT tools that are most often used in the provision of social services have been determined as a result of a survey of social service workers of state and non-state organizations in Kyiv. These tools are grouped into three main categories: communication channels, information dissemination channels, and methods of building online service provision processes. The key needs of social workers regarding the use of ICT tools in the process of providing social services and the most typical challenges in the implementation of these technologies are presented in the article. The authors identified the advantages of using ICT in the provision of social services and proved the effectiveness of the use of electronic services as a quick and effective tool in the process of meeting the requests of vulnerable population groups. The prospects for the use of ICT in the provision of social services are highlighted as well. It has been shown that the use of information and communication technologies in the provision of social services will positively affect the quality of the provision of social assistance and social services. The use of these technologies by social institutions makes it possible not only to effectively respond to the challenges of the military situation in Ukraine but also to promptly respond to the requests and needs of social service recipients and provide them with quality services. The authors presented the main ICTs that can be used by social workers when providing social services.

Migrating to Technology Integrated Classes to Promote Higher Order Thinking Skills among University Students: Perspectives from Mathematics Academicians

This study investigates factors that influence the use of information and communication technology (ICT) tools by academicians to promote higher order thinking skills (HOTS) among university mathematics students. The study adapted constructs such as performance expectancy, effort expectancy and facilitating conditions from the Unified Theory of Acceptance and Use of Technology. The study applied descriptive research design and used quantitative and qualitative approach in the form of questionnaire and interview to gather data from 86 academicians from three local public universities in Malaysia. The data were analysed in terms of descriptive analysis and content analysis. The result showed that the technology, instructor, student, learning material, task and organisational factors play important roles in promoting HOTS among students. The study contributed to expanding readers' understanding of the factors that influence the use of ICT tools by academicians to promote HOTS among university students.

Constraints on the use and adoption of information and communication technology (ICT) tools and farm machinery by paddy farmers in Nepal

Information and communication technology (ICT) tools such as radio, television, mobile phone, the internet and computers are gaining momentum in Nepal’s agriculture development discourse, filling void that traditional agriculture extension has failed to fill. Agricultural mechanization implies using various power sources and improved farm tools and equipment in agriculture. This study aims to determine the barriers while using ICT tools and agricultural machinery in Jhapa, Kapilbastu and Kailali districts of Nepal. Pretested semi-structured interview schedule was employed to collect data from 390 sample respondents selected randomly. Descriptive statistics and the appropriately developed scales were used in the data analysis. Moreover, respondents considered lack of awareness along with its requirement of skilled human resources and its cost were the primary reasons for the rejection of the use of ICT tools, where the overall rejection level was at a medium level. The constraints level of the use and adoption of farm machinery was found high; the significant constraints considered by the respondents were the high price of the machinery along with poor skills, knowledge, facilities, and poor maintenance service. The overall index value for the rejection of the use and adoption of farm machinery in paddy farming was at a moderate level. The respondents’ primary reasons for the rejection of the use of farm machinery were the high price of the farm machinery long with poor training, poor skilled human resources, and complex ideas to learn. Hence, to overcome to those factors, appropriate awareness campaigns and educational programs are necessary.