Les centrals sindicals davant la LODE

Abstract not availabl

Manifest a favor de la igualtat al dret de l'educació

Abstract not availabl

Practices and Challenges of Instructional Leadership in Government Secondary Schools of Shebedino Woreda Sidama Zone, Snnpr, Ethiopia

The purpose of this study was to investigate instructional leadership practices and challenges in government secondary schools of the shebedino woreda, Sidama, Ethiopia. In order to meet the objectives of the study descriptive survey research design was employed. The study reviewed the related literature on leadership aspects, dimensions of instructional leadership, teaching- learning roles of instructional leadership, and attempts were also made to identify factors that affect the effectiveness of instructional leadership. The research method employed in the study was both quantitative and qualitative approaches. Accordingly, a questionnaires were prepared to be filled by teachers, principals, vice principals, and department heads for the quantitative part. For the qualitative, individual interviews, focus group discussion and document analysis were administered. Using availability sampling techniques four secondary schools in study woreda were addressed by this study. The researcher incorporated 77% of the sample populations as respondents. 44 instructional leaders in the schools, 82 teachers, 4 woreda education office and section heads, 54 students’ representatives and 2 woreda supervisors were primary sources of data. The quantitative data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and independent t-test while content analysis approach was used to analyze qualitative data. Likewise, data gathered through interview, focus group discussion and document analysis were considered to complement the questionnaires in narrative form. The findings of the study revealed that principals show low practiced in their instructional leadership role due to work overload, lack of training in educational leadership and management, shortage of resource, lack of commitment and lack of support from concerning body. Finally, based on the findings conclusions, recommendations were made on capacity building and empowering of principals to do their work effectively on instructional leadership rather than administration work, in turn, encouraging participatory approach of leadership. Furthermore, Sidama zone education department with woreda education office is responsible to give directives, supports and guidelines in the cases that whenever shortcomings and gaps were observed, provide adequate budget and arrange workshops, seminars, short and long term training in collaboration with different stakeholders and the schools should organize public relations to create school-community links. Further study in the area advisable. Keywords: Practice, Challenges, Instructional Leadership DOI: 10.7176/JEP/13-28-03 Publication date:October 31st 202

Análisis de las causas que dificultan el acceso del alumnado con discapacidad a la universidad y a la formación profesional

El acceso del alumnado con discapacidad a la universidad y a la formación profesional ha aumentado considerablemente en los últimos años, pero aún continúa siendo una asignatura a mejorar. Este trabajo, fundamentado en un estudio cualitativo con entrevistas a alumnado, padres y madres, técnicos y profesores y otros expertos, aborda las barreras a las que se enfrenta el alumnado con discapacidad para acceder a los estudios superiores, entre las que se pueden encontrar la falta de accesibilidad, la rigidez del sistema educativo, la falta de información y formación existente, las situaciones de discriminación o la insuficiente implicación en ocasiones de algunos miembros de la comunidad educativa. Sin embargo, también se presentan oportunidades y orientaciones para mejorar la situación, basadas en los principios teóricos de la educación inclusiva y buenas prácticas ya implementadas, que pasan por la sensibilización del alumnado, las adaptaciones curriculares, las mejoras de la comunicación y coordinación con los agentes implicados y una mayor conexión entre las etapas educativas secundaria y superior

Exploring assessment of medical students\u27 competencies in pain medicine - A review

Introduction: Considering the continuing high prevalence and public health burden of pain, it is critical that medical students are equipped with competencies in the field of pain medicine. Robust assessment of student expertise is integral for effective implementation of competency-based medical education. Objective: The aim of this review was to describe the literature regarding methods for assessing pain medicine competencies in medical students. Method: PubMed, Medline, EMBASE, ERIC, and Google Scholar, and BEME data bases were searched for empirical studies primarily focusing on assessment of any domain of pain medicine competencies in medical students published between January 1997 and December 2016. Results: A total of 41 studies met the inclusion criteria. Most assessments were performed for low-stakes summative purposes and did not reflect contemporary theories of assessment. Assessments were predominantly undertaken using written tests or clinical simulation methods. The most common pain medicine education topics assessed were pain pharmacology and the management of cancer and low-back pain. Most studies focussed on assessment of cognitive levels of learning as opposed to more challenging domains of demonstrating skills and attitudes or developing and implementing pain management plans. Conclusion: This review highlights the need for more robust assessment tools that effectively measure the abilities of medical students to integrate pain-related competencies into clinical practice. A Pain Medicine Assessment Framework has been developed to encourage systematic planning of pain medicine assessment at medical schools internationally and to promote continuous multidimensional assessments in a variety of clinical contexts based on well-defined pain medicine competencies

Gate-tunable giant nonreciprocal charge transport in noncentrosymmetric oxide interfaces

A polar conductor, where inversion symmetry is broken, may exhibit directional propagation of itinerant electrons, i.e., the rightward and leftward currents differ from each other, when time-reversal symmetry is also broken. This potential rectification effect was shown to be very weak due to the fact that the kinetic energy is much higher than the energies associated with symmetry breaking, producing weak perturbations. Here we demonstrate the appearance of giant nonreciprocal charge transport in the conductive oxide interface, LaAlO3/SrTiO3, where the electrons are confined to two-dimensions with low Fermi energy. In addition, the Rashba spin???orbit interaction correlated with the sub-band hierarchy of this system enables a strongly tunable nonreciprocal response by applying a gate voltage. The observed behavior of directional response in LaAlO3/SrTiO3 is associated with comparable energy scales among kinetic energy, spin???orbit interaction, and magnetic field, which inspires a promising route to enhance nonreciprocal response and its functionalities in spin orbitronics