Efficient Education Environment at University Level

Adolescent Health Measurement—A Necessary Step Toward Achieving Global Goals

Ageing is an undeniable reality in the contemporary world, with repercussions in various areas of society. In the Western world, ageing and old age are accompanied by ageism or gerontophobia, being older people perceived as fragile society contributors to the economy and the aging associated with very negative connotations. This view permeates the society, being children affected from an early age, which tends to perpetuate the ageism or gerontophobia. In this context, emerge the paradigm of active ageing, in which education has a major role. Education and educational programmes targeted at the general population, with special attention to young people, can help to change the vision of society on aging and old age. On the above, this study aimed to plan, implement and evaluate an educational program on active ageing for students of the 9th grade of schooling in Portugal. It was accomplished through an intervention study of mixed nature, with 47 young people from a basic school of the District of Aveiro, Portugal. The data were collected through participant observation and questionnaire and analysed based on content analysis, and descriptive and inferential statistics. The educational program consisted of five sessions, on the theoretical axes: i) to age actively and with greater quality of life; II) Gerontology as knowledge area and profession that focuses on the ageing process in General; and iii) creating a friendly society of the old people. The evaluation considered the qualitative and quantitative aspects. In general, the data show that the implementation of the educational program was positive. The interest of the students on the topic of ageing has exceeded expectations. There was an evolution of knowledge on the part of students and there has been a tendency on the part of young people to face the ageing of a more positive way. In addition, the study allowed researchers to overcome their own prejudices against the young people. The results obtained show that educational programmes in the area could play a key role in eliminating prejudices about ageing, and in the preparation of the young for active ageing, with extremely positive social and economic repercussions.

Entrepreneurship is increasingly being accepted as an important and innovative strategy for improving the livelihood and economic independence of young people. Also, information and communication technology (ICT) is believed to help the youths develop varied skills including entrepreneurial skills. This paper examines the role of ICT education in enhancing youth entrepreneurship in Uyo, Akwa Ibom State, Nigeria. Relying on Bandura’s theory of self efficacy, the paper explains that youth’s firm belief that they can radically change their life influences their motivation, decision, and ability to establish and run an enterprise; and that ICT education plays a crucial role in developing appreciable levels of self efficacy and entrepreneurial spirit in the youths. Data for the study were generated through the questionnaire administered to 1,890 respondents. Results of the study show that: youths in urban areas are increasingly accessing ICT education; ICT education enhances entrepreneurship in many ways; and more youths have high self efficacy as a result of the ICT education they have received. However, the study found that only few youths are into entrepreneurial activities, owing to the challenges influencing entrepreneurship in Nigeria. The challenges listed by the youths include poor education or illiteracy, inadequate access to factors of production, insufficient capital, poor motivation, lack of credit facilities, inadequate entrepreneurial training, constrained access to local and international markets, and inadequate infrastructural facilities including access road and electricity. The paper concludes that helping the youths to overcome these challenges will position them to contribute to national development.

本文採用台北地區於1996年入學之國一新生的3年長期追蹤調查資料，仔細檢驗家庭背景或個人特質對其學業成績之影響。結果顯示家庭背景與個人不可觀察之影響因子，仍顯著地影響著1980s出生世代之學業成績，其影響力早在國中時期即已形成。其中，家庭月收入平均值與不可觀察之影響因子有高度正相關。在控制了所得隨機效果後，父、母親之教育程度之正向影響，隨著父、母親教育程度的提高而增大，其影響程度以父親爲大。父親籍貫爲外省籍之正向影響，主要來自其所得與教育水準之優勢。父母離異在控制了不可觀察之隨機效果後仍顯著爲負。在個人特質上，1980s出生世代，其學業成績之性別差異已不存在，宗教參與之頻率與其學業成績有顯著之負相關。

Freedom from Choice

Research Efficacy is the most important aim that students use to ensure accountability to the public in terms of the value for money invested in the education systems, and to raise educational standards and quality of teaching in university. The major purpose of this study was to investigate the “students’ research efficacy at university Level”. The research was conducted at District Multan. The study focused on determining the relationship between teachers’ and students’ opinion ‘at university level. Researcher used the methodology regarding co-relational research and research tool was developed in questionnaire form with a five-point Likert scale to find results on the basis of findings and conclusion. A total of 120 teachers and 542 students sample was taken from target population After the analysis of data, it was found that there teachers having supervisor’s experiences as 1-5 years with 13 (20.8%), 6-10 years with 44 (36.7%), 11-15 years with 45 (37.5 %) and more than 15 years with 18 (15.0%) were taken as respondents .it was concluded that the frequency of urban, male, public schools, M.Phil./MS teachers having qualification and 11-15 years supervisor’s experiences teachers were greater in number and research efficacy of students as well as their usage in modifying instruction. It was recommended that institutions concentrate on turning pleasant things into helpful things, such as educational setup research based that promote them as a tool for not just communication and enjoyment but also learning. Future studies should be conducted to identify how teachers use their time on educational research efficacy like schools and colleges levels also. It was concluded from the study that the perception of teachers’ and students for research efficacy at university level was different. It is also recommended that similar study should also be taken for high and higher secondary schools for better perception of research efficacy for both teachers as well as for students.

The main aim of this research study was to explore the personal, social and educational interventions needed to support young people towards better future outcomes into employment. Youth unemployment is a persistent problem across Europe and young people are one of the most unprotected groups (Putun et al. 2016). In Ireland, current unemployment figures show that 17.5% of young people are unemployed (CSO 2020). There are a number of factors that impact on young people entering the labour market, if they are early school leavers, recessions and having poor employability skills (OECD 2014). Guidance counsellors have a critical role in supporting young people to navigate the changes in the current labour market (Bassot et al. 2014; Institute of Guidance Counsellors 2017; Indecon 2019). Guidance provision is available in the education sector, labour market and community sectors. However, it is evident, if young people experience mandated interventions, this can negatively affect their overall well-being and further impedes their employment progression (Whelan 2018; Kelly et al. 2019). An interpretivist paradigm was employed in this research using semi-structured interviews to explore the experiences of six professional practitioners in different support provisions engaging with young people aged from 15 to 24 years (Thomas 2017). A thematic approach was used to analyse the data and to identify patterns and themes (Braun and Clark 2006). The main findings in this study indicate that a number of personal, social and educational factors can prevent young unemployed people from progressing into the labour market. A key finding highlighted the need to restructure the educational system to incorporate different pathways into education to support all students. Also, the creation of guidance provision for early school leavers to help them during transitional periods to prevent longterm unemployment. Furthermore, the findings indicate the necessity for holistic interventions and a more connective system across all services engaging with young unemployed people.

Jerry Wellington’s “Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches” is a resource book for the teachers and teacher educators working in the field of science education. It has introduced the recent issues and hands on activities for teaching science primarily, considering the secondary level students. Jerry Wellington taught science at the school level and is now teaching education at the university level. The author has written so many books before and this science teaching book has been published in New York, London and Canada. It has been published in the print version and e-book version for available for all. It has tried to develop teachers as trainers and mentors. It has tried to cover the ten areas such as planning and managing, differentiation and special needs, practical work…and what it is for, investigations, Information, Communication and Technology (ICT) in science teaching and learning, building on children’s prior learning, handling controversial issues, language in science education, the nature of science, why to teach science . . . and why it is to learn¿ The writer focuses on the contemporary issues of teaching science which are seen quite relevant in the context of teaching science eduaction at both the school and university levels. The book is equally useful for university-level students who are going to be school and university-level science teachers to understand the issues of teaching and to select and use the approaches and methods for teaching science. Due to changes in society and the changes in Science and Technology, science teaching has been complex for novice secondary-level science teachers. They need to understand the recent issues and be familiar with the practical approaches. In this sense, this book provides support to the trainee science teachers on how to instruct in the classroom using innovative ways, how to use new teaching strategies for successful science teaching, how to use ICT in science teaching, how to plan science teaching, what types of questioning strategies to be used in science teaching, how to motivate students 82 A Review of Jerry Wellington’s Teaching and Learning Secondary Sci... toward knowledge construction and how to develop collaborative and cooperative though among students. This book recommends a variety of techniques including field trip, laboratory techniques, science competitions, and different ways of assessments. In this review, we have focused on three pertinent themes of the book: Arguments of teaching and learning, the beneficieries/recepients of science and the science curriculum development.

Society needs young people with an open outlook, ready to act in non-stan­dard circumstances and create new algorithms for solving social problems, based on the latest scientific achievements. Science also constantly needs a timely change of scientific generations, acceptance by the new generation of a new vi­sion of tasks and opportunities of science. All this should be provided by scientific education, which brings young people closer to education already at the level of universities and even senior school classes. Properly organized scientific educa­tion ensures the proper quality of education of citizens, which allows them to adequately orient themselves and realize themselves in new circumstances ac­cording to the axiological matrix. In this context, high-quality scientific educa­tion, characterized by such parameters as a science-centric humanistic outlook, cognitive flexibility, personal creativity, and cognitive-humanistic creative inter­action between subjects, is the most relevant. The article examines demonstra­tive examples and defines the key areas of effective development of the so-called scientific education, STEAM-education. Despite the fact that the principles and methods of scientific education must be introduced at all stages of the acquisition of education by a modern person in the mode of lifelong education, it is precisely in universities that scientific education can be implemented most fully and give the best results: it is the talented youth who already have a sufficiently high level of scientific knowledge and skills of scientific research and at the same time has not yet become institutionally engaged, and therefore socially dependent, but on the contrary, is maximally open to the creation of new knowledge and new social institutions. Thus, scientific education appears not only as a new powerful factor of motivation for academic activity but also as a reliable way for young people to find their place in society and be the vanguard of overcoming the risks of modern social turbulence.

The problem of developing, at the university level, an approach that is not only responsive to regional problems, but also keeps abreast of changes in technology, is discussed. It is stressed that successful development of industry depends on the availability of a competent engineering workforce. The relationship between industry and universities in Africa is examined in the context of meeting both of these needs. The obstacles particular to Africa are identified, and ways to overcome them are suggested.< <ETX xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink">&gt;</ETX>

Uspostavljanje modela filmske edukacije u srednjoj školi

To Brunswick and Beyond: A Geography of Creative and Social Participation for Marginalised Youth

Rural youth in Pakistan play very important role in the political, economic and social development of the country. Many Rural Youth Organizations such as Chand tara, Boy Scouting, Girl Guide Movement, Farm Guide Movement and Farm Girl Guide were introduced in Pakistan. But in-spite of all these efforts, Pakistan had no formal system for organizing and training a bulk quantity of its Rural Youth. And it is time to create awareness among our rural youth about new technologies for adoption in the field of agriculture and rural development. Keeping in view the about fact present study was designed in 2008 to ascertain self perceived role of Rural Youth in agricultural and Rural development in District Okara, Punjab, Pakistan. The district comprises three tehsils (sub-division) namely Depalpur, Renala Khurd, Okara. From each tehsil, one union council was selected through simple random technique. Two villages were selected randomly from each selected union council and 25 young males whose ages were in the range of 15 - 25 years were selected randomly from each these selected villages, thus, making a total number of 150 respondents. The data were collected with the help of a specifically designed and pre-tested interview schedule. The results showed that 88.0% of the respondents had an education from primary to matric (tenth examination) and above level. Slightly more than one fourth 28.6, 25.7 and 17.2% of the respondents were labourers, farming, farming and playing respectively. On the basis of conclusions it was recommended that for first of all the educational level of the study area should be increased. To establish the cottage industry in villages so that maximum numbers of Rural Youth get employed there and initiate various agricultural developmental programmes for the betterment of Rural Youth. Key words: Rural development, agricultural technology, rural youth.

BackgroundHigh rates of social media use and mental ill-health among young people have drawn significant public, policy, and research concern. Rapid technological advancements and changes in platform design have outpaced our understanding of the health effects of social media and hampered timely evidence-based regulatory responses. While a proliferation of recommendations to social media companies and governments has been published, a comprehensive summary of recommendations for protecting young people’s mental health and digital safety does not yet exist.ObjectiveThis scoping review synthesized published recommendations for social media companies and governments in relation to young people’s (aged 12-25 years) mental health. A qualitative approach was used to undertake inductive content analysis, where recommendations were grouped under conceptually similar themes.MethodsWe searched academic (PubMed, Scopus, and PsycINFO) and nonacademic (Overton and Google) databases for relevant documents. Eligible documents provided recommendations to regulators and social media companies that pertained to social media, young people, and mental health. This review excluded recommendations for young people, caregivers, educators, or clinicians surrounding strategies for managing individual social media use; instead, the recommendations emphasized the regulation or design of social media products and practices of social media companies. Peer-reviewed and gray literature from selected Western contexts (Australia, Canada, the United Kingdom, and the United States) were relevant for inclusion. Documents were published between January 2020 and September 2024.ResultsOf the identified 4980 unique reports, 120 (2.41%) progressed to full-text screening, and 70 (1.41%) met the inclusion criteria. Five interrelated themes were identified: (1) legislating and overseeing accountability, (2) transparency, (3) collaboration, (4) safety by design, and (5) restricting young people’s access to social media.ConclusionsThis review emphasizes the need for multipronged approaches to address the rapidly increasing presence and reach of social media platforms in the lives of young people. These recommendations provide practical and tangible paths forward for governments and industry, backed by expert organizations in youth mental health and technology regulation at a time when expert-informed guidance is sorely needed. Rigorous evaluation of the proposed recommendations is needed while continuing to build on the emerging peer-reviewed evidence base that should form the foundation of policy and regulatory changes.

This thesis begins with the overrepresentation of Indigenous people in Australian prisons and the suggestion by Homel, Lincoln and Herd (1999) that cultural resilience might be a protective factor in Indigenous communities. The concept of cultural resilience appeared in the literature when Native American educators observed that there were specific cultural factors, such as family strength, tribal identity, spirituality and ceremony, which were protecting Indian families and communities (Heavyrunner and Morris, 1997). The Cook Islands is a previously colonised, self-governing Māori nation in the South Pacific with a low rate of incarceration and no juvenile detention facilities. As the rate of incarceration in the Cook Islands is approximately one sixth of that for Māori in New Zealand and less than one tenth of that for Indigenous Australians, it was thought that cultural factors might be protecting the young people in the local communities. Following Bhabha (1974) culture is seen as ever-changing; new and hybrid cultures arising when traditional Indigenous cultures meet colonisation or global capitalism. This is a hybrid thesis, a psychological and phenomenological study of offending behaviour embedded in an ethnographic study of a South Pacific community, recognising the history of Western imperialism in research noted by Tuhiwai Smith (1999). The principles of the Indigenous research paradigm, as described by Chilisa (2012), have been adhered to; research that promotes transformation and social change, guided by respect and relational accountability, and informed by postcolonial discourses. Semi-structured interviews or conversations with young prisoners and young people under supervision on the main island of Rarotonga revealed that risk factors include the general factors found by Homel et al. (1999); poverty, child abuse, and school exclusion. In addition, out migration of young people or their parents to New Zealand or Australia and/or returning to the islands creates risk, as does the death of grandparents, who are frequently the principal carers for the children. Semi-structured interviews or conversations with adult community stakeholders and participant observation on Rarotonga suggested that protective factors include the kōpū tangata or traditional extended family as the source of aroʻa (loving kindness and compassion) and that the Polynesian cultural tradition of tamariki ʻangai or informal adoption extends and strengthens the attachment bonds between family members. Group memberships in church, village and island communities create further connections to land and people, strengthening the social networks. Cook Islanders also benefit from polycultural capital, being well versed in traditional culture, exposed to a Western but bilingual education and, as citizens of New Zealand, having the opportunity to study and work overseas. Postcolonial theory is used as the lens to analyse the community risk factors in the Cook Islands; the ongoing economic domination by European settlers, the low wages for local people, and the ever-expanding tourist industry, described as devastating to the Indigenous peoples in other Pacific nations. Tourism on Rarotonga creates employment for foreign workers, alienates valuable land, pollutes the lagoon, drains the water supplies in the villages, turns mana (spiritual power) into a name for a cheap ballpoint pen, and the ancient Gods of Polynesia become ticky tacky airport art. Tuhiwai Smith (1999) states that self-determination is the centre of the Indigenous research agenda. Self-determination theory suggests that autonomy, relatedness and competence are necessary for emotional and social well-being and these factors may be protecting the Cook Islands community in the face of the disheartening postcolonial legacy. The people enjoy strong interpersonal relationships and high levels of competence in traditional arts and crafts, as well as in Western education and training. Most significant, almost 50 years of self-government have allowed Cook Islanders the freedom to practice their culture and so to maintain a high level of cultural resilience. These findings suggest that the overrepresentation of Indigenous peoples in the prisons of settler countries, such as Australia and Canada, is linked to the historical disruption of connections between people, their extended families, their ancestors and their land. Drawing on the wisdom of the Cook Islands Māori people, Jonassen quotes Teina Lily Napa as saying “ka nā roto mai te aroʻa i te pito” (2005, p. 27); “love and compassion arise from connectedness”. It would seem that it is piriʻanga, relationship or connection, both in a physical and emotional sense, which facilitates the socio-cultural processes which act as protective factors in the face of risk (Rutter, 1987), so creating resilience.