The future of orthodontic training in the UK

Content and language integrated learning (CLIL) has been adopted in many countries as an attractive methodology to enhance both subject and language teaching. Successful implementation of CLIL is preconditioned by the availability of qualified CLIL teachers, which can be ensured through both pre-service and in-service teacher training. The article introduces a case of designing and implementing an in-service training course of CLIL methodology for English as a foreign language (EFL) teachers in Estonia. The results of a one year-long longitudinal study of EFL teachers’ professional development in CLIL methodology (2018–2019) have been used to develop and implement a needs-analysis-based CLIL in-service training course for a wider community of teachers of English in Estonia (2019–2020). The approach to designing such a tailored in-service training course of CLIL methodology can be applied by teacher educators in other educational contexts and countries.

To investigate the human being determines continuously the interest and the need to discover. Science revels specific features of human being, on how common as they are fundamental in the relational and socio-educational context. This context is mainly generated by the actual economic development. Even because this social, economic, and educational context, we aim to analyze micro expression’s meanings within the context of competencies development for those who are involved in the education and training field. The objective of our approach is to demonstrate that is necessary to improve the training offers for the education and training staff innovatively fructifying one of the interesting areas of the Neuro-Linguistic Programming – micro-expressions. The adjustment of the relations between actors involved in the educational process has implications in the social sphere, in a wider context. The balance of the interaction between teacher and students affects majorly the welfare of the society. The educational atmosphere influences the student’s results, the results of tomorrow professional. The training providers in the educational field don’t embodied in their training offers the micro-expression issue, to recognize immediately the student’s reactions. So, we intend to open the discussion about the integration of the micro-expression issue in the training programs for teachers and trainers. The relation between employer/ manager/ leader/ teacher/ trainer and the student could be seen as the relation between buyer and seller: the teacher/ trainer offers to the students his education/ training services, his competencies. The employer has to anticipate the relation between teacher and student, if he wants to change the school managed by him selves. He should offer for his students an interlocutor able to understand student’s reactions – using both verbal and non-verbal language. A teacher trained to understand micro-expressions is an expert. In this context, the relation between teacher and student could be seen as a contextual aspect of training, supervised by controlling the non-verbal dialogue. DOI: 10.5901/mjss.2014.v5n22p545

Public health emergencies remain a persistent threat to global health security, with the COVID-19 pandemic exposing critical weaknesses even in advanced health systems. National Public Health Agencies (NPHAs), particularly National Public Health Institutes (NPHIs), have emerged as central actors in coordinating preparedness and response functions. However, institutional maturity, financing, and subnational integration remain uneven, especially in low- and middle-income countries. This scoping review consolidates evidence on governance, institutional arrangements, workforce development, financing, and cross-cutting determinants shaping public health emergency preparedness and response. A scoping review of literature published between 2000 and 2025 was conducted following the Arksey and O'Malley framework and reported according to PRISMA-ScR standards. Systematic searches were performed in PubMed, Scopus, Web of Science, and relevant WHO repositories. Eligible studies were screened and charted using a standardized data extraction template, and findings were synthesized using an inductive thematic approach. A total of 4,163 records were identified, 538 duplicates removed, 3,625 records screened, 98 full texts assessed, and 60 studies included. Evidence was organized into seven domains: institutional landscape, governance and autonomy, preparedness functions, workforce, financing, subnational presence, and cross-cutting enablers. National public health institutes were widely established but frequently operated with unclear mandates and limited subnational implementation. Core functions such as surveillance, laboratory systems, risk communication, and emergency operations were inconsistently institutionalized, with recurrent constraints in financing, workforce capacity, and digital interoperability across regions. Public health emergency preparedness and response systems function most effectively when embedded within stable governance, financing, and accountability frameworks. Strengthening statutory authority, predictable domestic investment, workforce sustainability, and interoperable information systems is critical to translating technical capacity into reliable operational performance. Durable, institutionally anchored preparedness is essential for moving from reactive crisis management to sustained and equitable national readiness.

In-service teacher education has been used as a tool for capacity building world over and in Kenya. Despite the perceived importance of continuing in-service training for teachers in updating their professional knowledge, its provision was inadequate in Kenya. It is within this context that this study examined the extent to which the in-service training was being provided and how it predicted the academic achievement of pupils in Kenya with specific reference to Teso North sub-county. This research adopted a descriptive survey research design of ex-post-facto type. Stratified random sampling technique was used to select 272 respondents (55 deputy headteachers and 217 teachers). Two research questions and one hypothesis guided the study. Structured questionnaire and document analysis were instruments of data collection. The data were analyzed using descriptive statistics of mean and standard deviations and inferential statistics of Chi-Square, independent T-Test and linear regression. The hypothesis was tested at 0.05 level of significance. The findings revealed that the extent of the provision of in-service training in the sub-county was low. The hypothesis testing through the Chi-Square indicated that there was a significant relationship between the provision of in-service training and academic achievement of pupils (x2=200.14, p = 0.0000). Linear regression analysis revealed that the influence of in-service training on academic achievement was significant (R = 0.898, p < 0.05). Therefore, the study recommends that the Ministry of Education should formulate in-service training policy for the teachers and the training should be structured and closely aligned with the acquisition of skills and knowledge gaps.

Accountability strategies are expected to enhance access to water, sanitation and hygiene (WASH) service delivery in low-and middle-income countries (LMIC). Conventional formal social accountability mechanisms (SAMs) for WASH service delivery have been inadequate to meet the needs of residents in informal settlements in LMICs. This has prompted growing interest in alternative informal SAMs (iSAMs) in Nairobi's informal settlements. To date, iSAMs have shown a limited effect, often due to implementation failures and poor contextual fit. In childcare centers in Nairobi's informal settlements, co-creation of the iSAMs process, where parents, childcare managers, researchers and other WASH stakeholders, contribute to the design and implementation of iSAMs, is an approach with the potential to meet urgent WASH needs. However, to our knowledge, no study has documented (1) co-creating iSAMs processes for WASH service delivery in childcare centers and (2) self-evaluation of the co-creation process in the informal settlements. We used a qualitative approach where we collected data through workshops and focus group discussions to document and inform (a) co-creation processes of SAMs for WASH service delivery in childcare centers and (b) self-evaluation of the co-creation process. We used a framework approach for data analysis informed by Coleman's framework. Study participants co-created an iSAM process that entailed: definition; action and sharing information; judging and assessing; and learning and adapting iSAMs. The four steps were considered to increase the capability to meet WASH needs in childcare centers. We also documented a self-evaluation appraisal of the iSAM process. Study participants described that the co-creation process could improve understanding, inclusion, ownership and performance in WASH service delivery. Negative appraisals described included financial, structural, social and time constraints. We conclude that the co-creation process could address contextual barriers which are often overlooked, as it allows understanding of issues through the 'eyes' of people who experience service delivery issues. Further, we conclude that sustainable and equitable WASH service delivery in childcare centers in informal settlements needs research that goes beyond raising awareness to fully engage and co-create to ensure that novel solutions are developed at an appropriate scale to meet specific needs. We recommend that actors should incorporate co-creation in identification of feasible structures for WASH service delivery in childcare centers and other contexts.

A Rapid Market Appraisal (RMA) was conducted with the aim of exploring market prospects or the specific occupational skills in demand in the local markets of Madhesh Province so as to reintegrate the returnee migrant workers into the Nepalese economic system. In order to collect data for RMA, major key informants that are also the key labor market players of Madhesh Province like returnee migrant workers (RMWs), employers of major three occupational sectors (Construction, Agriculture and Tourism), training providers, entrepreneurs, and rural municipal representatives were identified from different seventeen municipalities of seven districts of Madhesh Province. While interacting with 87 returnee migrant workers (RMWs- 64 as FGD and 23 as KII), it was found that around 70% of the 87 respondents did not have any specific skills learned in their respective destination countries, and the general skills acquired by them in such countries were not applicable in the context of Nepal. Based on the collected data from 204 key informants of labor market, 24 different occupations were identified as highly demanding occupations in three occupational sectors, nine were in the construction sector, eight in the agriculture sector, and six in the tourism sector. It was also found that the province, having the largest area of cultivated land in Nepal, is very potential for employing a bigger number of youths and returnees in the agriculture sector. However, it was felt necessary to make the agriculture sector truly attractive in terms of technology, financial access like floating subsidized loans and value addition. Regarding the access to the training and employment service providers (T&Es), there is sufficient access of training but maintaining the quality of training is a challenging issue, for which a mechanism has been suggested.

Sustainable Aquaculture Futures

This study aims to describe: (1) the context of education and training programs to improve pedagogical competence in PPPPTK Medan; (2) input of  education and training programs to improve pedagogical competence in PPPPTK Medan; (3) the process of education and training programs to improve pedagogical competence in PPPPTK Medan; (4) the results of education and  training programs to improve pedagogical competence in PPPPTK Medan. This research is an evaluation research with a qualitative approach. The subjects of this study were education and training providers, widyaswara education and training programs for improving pedagogical competencies, training participants for improving pedagogical competencies in 2019. Data collection techniques used non-participant observation, interviews, and documentation studies. Data validity test is done by triangulating methods and data sources. Data analysis uses qualitative analysis of Miles and Huberman's model. The results of the study show the following. (1) The context of the Medan PPPPTK education and training program has fulfilled the existing requirements in government regulations regarding the implementation of education and training. The training provider needs to analyze the training target (participants) in accordance with the training objectives. (2) Enter the training program, that the curriculum is relevant to the needs and objectives of the training. The training organizer has analyzed the level of training needs of Pedagogical Competency Improvement participants according to the participants' interests. Education and training facilities available are able to support the implementation of education and training. (3) The process of the education and training program, which is related to the learning media used, has not yet fully supported the implementation  of the training. Teaching methods applied by teachers have not been implemented as planned. The implementation of the training was in accordance with the training schedule, but the material had not been conveyed to the fullest so there was a need for additional training time. (4) the quality of graduates from PPPPTK Medan can implement their pedagogical competencies. The number of graduates in 2019 has met the target of graduates

L’information à donner aux futurs parents avant les tests de calcul de risque pour la trisomie 21 est très complexe, en raison notamment de la rapidité avec laquelle le dépistage s’est mis en place, de la difficulté à gérer les faux-négatifs, les fauxpositifs et les fausses couches induites. S’ajoute à cela qu’un dépistage implicite se fait inévitablement et, finalement, que l’acceptation de la trisomie est éminemment variable. Dans ce contexte, l’agence belge francophone de protection maternelle et infantile, l’Office de la naissance et de l’enfance (ONE), a cherché de manière qualitative à identifier les difficultés perçues au niveau des consultations prénatales. Quatre avaient trait à l’implémentation: la tentation du « package complet » ou tentation de considérer que le fait d’accepter le calcul du risque implique un accord d’IMG; la difficulté de faire comprendre les limites du test et la frustration lors d’événements indésirables dans les examens invasifs; le jugement a priori sur les intentions des futurs parents et les limitations d’accès aux personnes moins instruites, ne parlant pas la langue. S’ajoutent deux difficultés d’ordre technique et financier: la difficulté de choisir le test le plus performant et le coût du Fish rapide. Une brochure a été développée au départ de brochures existant dans d’autres pays, notamment le Royaume-Uni. Après plusieurs versions testées, la version actuelle est relativement longue et insiste sur le fait, qu’à trois moments, les parents peuvent exercer un choix: celui du calcul de risque, celui du test diagnostique, celui en cas de caryotype anormal. Une réévaluation sur le terrain montre que la brochure est bien reçue, mais ne résout pas toutes les difficultés; parmi celles qui subsistent, il y a les barrières linguistiques, les parents qui veulent décider sans recevoir d’information, et à l’inverse ceux qui ne souhaitent pas faire de choix. Les soignants sont indiscutablement satisfaits, notamment parce que la brochure formalise les complexités et les difficultés de ce dépistage.

Subcutaneous depot-medroxyprogesterone acetate is an injectable contraceptive that can be administered by any trained person, including for self-injection. When rolling out in-service provider training on subcutaneous depot-medroxyprogesterone acetate between 2019 and 2021, Ghana Health Service tasked a cohort of formally classroom-trained providers to provide on-the-job training to colleagues to cost-effectively improve training coverage. This cross-sectional mixed-methods study assessed the barriers and enablers of this approach.The study was conducted in 2021 and included a structured quantitative survey of providers (n=192) across trained facilities in four regions in Ghana, plus key informant interviews with regional resource team members (n=8), facility in-charges (n=8), and formally-trained or on-the-job trained providers (n=16). Descriptive statistics and Chi-2 tests were used to compare quantitative outcomes between formally-trained and on-the-job trained providers in survey data. Qualitative results were analysed thematically and triangulated with quantitative results.Most participants reported that on-the-job training had been inconsistently implemented. Where implemented, on-the-job training was reported to vary in length and depth, with on-the-job trained providers typically reporting fewer training components than formally-trained providers. Contemporary challenges around stock availability affected providers’ motivation to prioritize on-the-job training. Formally-trained providers were more satisfied with training than on-the-job trained providers (98.1% versus 50.6%, p<0.05). Both cohorts scored comparably in injectables counselling role-plays and demonstrated comparable attitudes towards injectables. However, formally-trained providers scored better in recall of the five critical self-injection steps (65.4% and 37.9%, p<0.01). Post-training supervision was highly valued but inconsistently implemented. Regional resource team members and facility in-charges recommended more supervision to standardise on-the-job training and address residual knowledge gaps.This study found that, when inconsistently implemented, on-the-job training led to variations in provider satisfaction with training and provider skill to counsel on subcutaneous depot-medroxyprogesterone acetate, particularly for self-injection. The authors recommended standardizing on-the-job training and increasing supportive supervision to optimize the model.

Exposing some important barriers to health care access in the rural USA

Access to quality education is a pivotal driver of social mobility and sustainable development, particularly in the Caribbean where education and skill acquisition are fundamental for overcoming structural inequalities and improving social mobility. The region faces persistent barriers, from limited institutional capacity to geographical and financial constraints which restrict higher education opportunities. This paper examines how online and experiential learning can help break down the barriers to social mobility, strengthen the sustainability of higher education, and foster inclusive growth in the specific context of legal education, using the Cayman Islands as a central case study to illustrate challenges and propose region-wide improvements. The analysis is grounded in current literature and policy, and it aligns with several of the United Nations Sustainable Development Goals, particularly those which emphasise equitable access and lifelong learning. Ultimately, the paper argues that integrating online and experiential approaches in legal education can expand access for underserved communities, enhance practical skills training, and promote a more socially mobile and resilient Caribbean society.

With the political shifts in twentieth century, South Asia has witnessed rapid socio-cultural and educational transformation. At this backdrop, the study aims to review the efforts made by South Asian countries for quality enhancement of teacher education recently. This thematic review of policy documents, reports, and articles representing eight countries revealed that though South Asia is rich with socio-cultural, economic, and topographical diversity, there are some convergence and divergence in terms of investment and environment offered to teacher education. For instance, Nepal, India, Sri Lanka, Maldives and Bhutan have provided better opportunities for teacher education and pre-service and in-service training and development, while teachers in Pakistan and Afghanistan have not made substantive progress. Except Pakistan and Afghanistan, all other countries have strict criteria for enrollment in teacher education programs, teacher recruitment, and licensing. These countries also provide motivating environment with the provisions of training and development, and awards and recognition. Whereas Pakistan and Afghanistan are facing two-fold challenges: nominal investment in teacher development and reconstructing the infrastructure damaged in decade-long armed struggle. The article concludes with the recommendation to increase investment in teacher education as developed and motivated teachers contribute to the overall transformation of education sector in South Asia.

Nigeria has 853 kilometers of coastline, 450 kilometers inland waterways and a sovereign right to 200 nautical miles exclusive economic zone. In spite of this, water transport has a share of 1.6% of Nigeria’s domestic product. This study examines the opportunities and challenges of waterways transportation in the coastal area of Southwestern Nigeria. The specific objectives are to: (i) evaluate the potential of the area for Inland water transport development; (ii); examine the contribution of inland waterways transport to passenger and freight movement, (iii) examine the impact of inland waterways transportation on socio-economic development; and (iv) evaluate the problems of inland waterways transportation in the area. Data were collected from both primary and secondary sources. Two types of questionnaires were administered in this study. A total of 415 copies of questionnaires (A) were administered to eight government agencies and 570 copies of questionnaires (B) were administered to residents. Both descriptive and inferential statistical methods were used. The descriptive methods employed are graphs, tables, charts, and central measures. The inferential analyses used in this study were factor analytical procedure, multiple regression methods and post hoc analysis. The study revealed that:- i, there are 48 river basins in the study area, with a combined basin area of 1,375 km2, 873 streams and a total stream length of 791.80 kilometers, drainage density of 1.73, stream frequency of 1.58 and drainage intensity of 1.10.These show that the potential of inland waterways transport is high; the report of ridership which was only available for Lagos state showed a progressive increase from 4.4 to 14.5 million between 2010 to 2014. There are 318 open fiber taxis, while travel time range from 10 to 70 minutes. Major cargo are wet cargo, dry cargo, farm products, and fish. However, 10% of the cargo is contraband. Cargo is charged per kilo, size occupied, by value, and by distances. Duration of boats rent is one week to five weeks; the factors underlying the socio- economic impacts at the jetties vary from one jetty to the other. In Lagos, six factors explained 68.547% of the variance; in Ogun Jetties , five factors explained 78.9% of the variance, while in Ondo Jetties six factors explained 69.1% to the variance; the results of the analysis further showed that 4 major problems impacted on inland waterways development. These are: financial constraints, congestion at the jetties, insufficient jetty facility, and political influence. They altogether explained 92.02% of the variance in the explanation. The paper concludes that inland waterways have a high potential for transportation, but it is largely underutilized. The study recommended stronger policies and the need to encourage private- public participation in waterway transport development in the southwest coastal area of Nigeria.

Patient education services and the organizational factors affecting them at teaching hospitals affiliated with Mashhad University of Medical Sciences (MUMS), 2008