School closures (SC) were adopted globally as a COVID-19 disease pandemic containment strategy. This extreme measure provoked a disruption of the educational system involving hundreds of million children worldwide. The return of children to school has been variable and is still an unresolved and contentious issue. Importantly the process has not been directly correlated to the severity of the pandemic s impact and has fueled the widening of disparities, disproportionately affecting the most vulnerable populations. Available evidence shows SC added little benefit to COVID-19 control whereas the harms related to SC severely affected children and adolescents. This unresolved issue has put children and young people at high risk of social, economic and health-related harm for years to come, triggering severe consequences during their lifespan. In this article we describe the process of SC and the reopening timetable across the globe. We highlight the data regarding the international state of educational systems around the world, putting emphasis on the rights of children to come back to school.

The objective of this research is to propose archetypes of accessible design with a neuroarchitec-ture approach for the design of initial level educational centers, in Peru, especially in areas of ur-ban growth, many children do not manage to access initial education, there is even school drop-out. . At this educational level, with an increase of 4.4% in recent years, the process of developing mental abilities such as memory, perception, thinking, reactions, attention, language, among oth-ers, is of the utmost importance. in the first years of life. As a methodology, sensory design strate-gies were applied, likewise through instruments such as interviews, observation, photographic taking and measurement carried out during the field visit for the analysis of the space-child in-teraction and spatial stimuli, supported by digital tools (Autocad, Google Earth, Andrés Marsh). As results, accessible design archetypes were obtained based on neuroarchitecture based on 10 spatial indicators (Lighting; Green area; roofs; shape; size; distribution; accessibility; scale; colors; materiality). In conclusion, the provision of adequate spaces that provide exploratory facilities greatly contributes to cognitive development in early childhood. The environment where these cognitive activities take place needs to be conditioned to allow children to develop, bond and ap-propriate the space.

Background: We aimed to 1) Understand the level of knowledge about sex trafficking of minors among school personnel and the determinants of such knowledge; 2) Test the effectiveness of short educational videos in increasing awareness about sex trafficking of minors among school personnel. Methods: We employed an online survey to gather responses from 741 teachers and school counselors living in the US. The McNemar test was used to test for differences in awareness before and after exposure to the videos. Logistic regression was used to identify predictors of awareness based on the respondents’ characteristics. Results: Predictors of knowledge about sex trafficking were years of experience, level of education and being a female. Exposure to the educational videos improved the respondents’ level of awareness about this crime and prompted respondents to seek additional educational material. There is a need to develop training initiatives for school personnel on sex trafficking and response protocols to support victims of this crime. Conclusion: School personnel have a high level of awareness of risk factors for sexual abuse but less awareness of what constitutes sex trafficking in children. Exposure to short educational videos can increase such awareness.

Introduction: Scalp ringworms or Tinea capitis are ubiquitous superficial fungal infections of the scalp and hair. They represent the most common dermatophytic in the world. They reach almost exclusively pre-pubescent children and mainly school-aged children. The objective of this study was to assess the prevalence of tinea capitis and its associated factors among residents of koranic schools located in the Thiès region of Senegal. Patients and Methods: A cross-sectional study was conducted from February 2019 to March 2020. School children living in Thiès region (Central part of Senegal) were included in this study. Socio-demographic, clinical and biological data were collected standard questionary. Samples collected were examined directly and developed on a medium of Sabouraud-Chloramphenicol and Sabouraud-Chloramphenicol-Actidione. A descriptive analysis was done with the Stata MP. Risk factors were assessed by multivariate survey logistic regression models. Significance level of the different tests was 0.05 two-sided. Results: A total of 110 children were included in this study. The mean age was 9 years and the population was predominantly male (96.4%). The average number of residents in Koranic schools was 112. The prevalence of scalp ringworms was 68.2% [(75/110) (95% CI: 53.6 – 85.5)]. The fungal species found were Trichophyton soudanense (93.4%), Microsporum audouinii (2.7%). Trichophyton mentagrophytes, and Trichophyton violaceum were found with each (1.3%). Parasitism was endothrix-like in 86.7%. Children over 10 years old were more affected (72.9%), OR =2,16, CI (0,48 - 9,69). The rate of positivity was higher in children with small plaques (72.7%). Children with irregular-edged plaques were most affected (76.5%), Prevalence was higher among children who slept at more than 3 per mattress (79.1%), OR=1.82 (95% CI: 1.08 – 3.04). Conclusion: These results showed that Tinea capitis are frequent in children living in community. Trichophyton soudanense is the main fungal specie identified. Better knowledge of the epidemiology of these diseases and improved living conditions for children in Koranic schools could help improve patient management.

Human activities continue to degrade oceanic, coastal and inland waters. The generational change in the role of society in actively looking after the health of water resources can be achieved through the expansion of ocean and water literacy in schools. The Network of European Blue Schools established under the EU4Ocean Coalition for Ocean Literacy has improved ocean and water literacy; however, this Network needs to grow and be supported. Here we present ProBleu; a recently funded EU project that will expand and support the Network, partly through the use of citizen science. The core of the proposed methodology is facilitating school activities related to ocean and water literacy through funding calls to sustain and enrich current school activities, and kick-start and support new activities. The outcomes of the project are anticipated to have wide and long-term impacts across society, oceanic, coastal and inland water environments.

Educating children to be informed, responsible, socially adept citizens who care about others is an overarching purpose for schools. A rising variety of preventive and child development initiatives are being implemented in schools. Insufficient coordination with other school activities and neglect of implementation and assessment variables essential for a significant program impact these programs' current implications. They are not doomed to failure in the long term. The other challenges for scholars in school-based action research are identifying practical models to prevent problem characteristics, promoting positive child development, and supporting widespread development and sustainability of evidence-based preschool through educational practice. To conceptualize good youth development programs through Social and Emotional Learning (SEL) in schools, this research presents integrated social, emotional, and intellectual education (ISEIE). School interventions are necessary to implement the social and emotional skills on self-understanding, social knowledge, self-management, relationship management, responsibility, and decision-making. Schools are the best place to implement all these programs to create a better generation. To back up this viewpoint, this study looks at research from illustrative studies and research syntheses. In the end, this paper provides suggestions for implementing programs that combine social, emotional, and intellectual development.

Educators' subject-matter knowledge and their understanding of the many ways in which technology may be used to enhance student learning can both benefit from the usage of pedagogical technology, which is the primary goal of this kind of technology. The goal of this study is to determine the extent to which kids with special needs might benefit academically by adopting various forms of technology into their daily routines. This work makes use of descriptive qualitative research together with the methodology and processes that come with case study research. The emphasis of this study was placed on three institutions that welcome students of all abilities. According to the results of the qualitative research, inclusive schools do not universally possess the resources necessary to successfully incorporate technology into the classroom. The results suggest that this teacher occupies a position that is about equivalent to the center of the acceptable range. This displays the instructor's existing proficiency in the use of technology to enhance the results for their students.

Just when Catholic school Religious Education (RE) needs to be more outwardly focused on the contemporary search for meaning, its discourse has ‘drifted’ almost so exclusively into ecclesiastical terminology that its value as a spiritual/moral subject is being eroded –creating an ever widening discontinuity with classroom realities and young people’s spirituality. Religious educators’ perceptions of this problem, labelled as ‘ecclesiastical drift’, were investigated. While ecclesiastical terms were respected, issues related to their excessive usage were identified. By contrast, the unanimous, positive endorsement of educational terms raises the question why such language is largely missing from many Catholic accounts of RE.

There is a growing urgency to address society’s complex issues, many of which are incorporated within the Sustainable Development Goals (SDGs). Higher education has a special role and responsibility to support and promote these goals. The SDG framework helps students understand SDGs, but special competencies are necessary to address them effectively. Sustainability competencies impart the personal/emotional development missing from current programming, but higher education institutions have been reluctant to introduce them into the curricula. This study examines the ongoing debate about integrating sustainability competencies into higher education curricula. We employed a scoping review to synthesize the current issues and highlight key barriers to changing the curricula. Contrary to a commonly expressed theme in the literature, scholarly opinion has converged around a singular model for sustainability competencies, the framework proposed by Wiek et al. (2011) and the 2021 update. Integrating sustainability competencies into management education responds to SDG-4 (quality education) and yields far-reaching impacts. The interconnectedness of the goals means that students acquire the competency to understand, address, and promote various SDGs. Given the absence of a policy decision to integrate sustainability competencies into higher education curricula, this paper provides a timely summary of the issues to focus on discussion and potential action. The focus is on business schools and changing management education. Business schools have been selected given the heightened demand from society for businesses to be more involved in and share responsibility for complex global issues like sustainability.

Universal education is an elusive goal in many countries, especially for disabled children. Nonetheless determined efforts around the globe have shown that it can become a reality once existing systems were re-imagined by practitioners who arguably have been to the fore more so than academic researchers. Their efforts have identified new ways of thinking about children’s disabilities, the introduction of new practices in schools, forging partnerships between teachers and parents, and mobilising community resources. Societal change is both a consequence of, and a support to these local systems. The complexity of creating education for all may be daunting but it is achievable when driven by committed, creative and inspirational leadership from practitioners as is evident from the examples provided in this paper which have been further validated by research and evaluation into their efforts.

The purpose of this research was to examine the act of business schools in the Palestinian universities by their study plans in achieving sustainable development goals (SDGs) (G1, G4, G8, G9, G12, G16, G17), due to their strong relationship with business sector in the local market, in addition to examining whether the graduates of business schools have the required competencies and required skills for the local market. This research is descriptive in nature and a survey questionnaire was designed to collect data from faculty members and employers. The results indicate that business schools in the Palestinian universities have incorporated sustainable development goals in their study plans to a medium-to-high degree, with a higher emphasis on Quality Education. Graduates from these programs are perceived to possess the required competencies and skills by the employers in the local market, with a medium-to-high level of alignment with the SDGs, especially in the area Quality Education. There was no significant difference between the perceptions of university faculty members and employers in the local market regarding the fit of business school graduates' competencies and skills with the local market needs in relation to the SDGs. However, there were significant differences in the areas of accountability and transparency principles, economic and industrial challenges, partnerships for the goals, international standardization, and capacity building in operational expertise. It is recommended that business schools in Palestinian universities continue to prioritize the integration of sustainable development goals in their study plans and align the competencies and skills of their graduates with the needs of the local market. The areas of significant difference between university faculty members and employers in the local market present opportunities for further collaboration and dialogue to better meet the needs of the local market and achieve sustainable development goals.

Philip Phenix’s (1964) book Realms of meaning started the ever growing movement concerned with how school education might help young people in their search for meaning in times of rapid social change. Today, in globalised, digital, secularised, de-traditionalised culture, the importance and urgency of this role have never been greater. Cultural change has accelerated exponentially, and for many – including students in religious/Catholic schools – traditional religious sources of meaning are no longer prominent or plausible reference points. Catholic schools, whether independent or semi-state institutions because of government funding, can make a valuable contribution young people’s spiritual/moral education, no matter what their level of religious affiliation or practice. This article argues that such a contribution requires change to the discourse or narrative of Catholic school Religious Education, with corresponding adjustments to content and pedagogy. Its present trajectory, which is excessively concerned with promoting a Catholic identity in students, needs to be modified. Both the religious and non-religious students, especially in the senior classes, would derive greater spiritual and religious benefit from the inclusion of more life-relevant and issue-related content, together with a critical, research-oriented pedagogy. Such an approach proposes that the Catholic Church’s schools should offer unconditionally a meaningful spiritual/moral education that is relevant to all students, rather than a traditional one which seemed to presume that all students are, or should be practising Catholics. This does not minimise attention to the Catholic tradition, but it allows for a study of how people negotiate the task of constructing meaning and values in a complex culture. The article also looks at the ‘headwinds’ that hinder the implementation of this approach. The article is focused specifically on the Australian context where Catholic schools are semi-state institutions because they are funded by both state and federal governments. The issues are still likely to be pertinent to Catholic education in other countries, while taking into account significant contextual differences.

Background: CoronaVirus Disease 2019 (COVID-19) is the main discussed topic world-wide in 2020 and at the beginning of the Italian epidemic, scientists tried to understand the virus diffusion and the epidemic curve of positive cases with controversial findings and numbers. Objectives: In this paper, a data analytics study on the diffusion of COVID-19 in Lombardy Region and Campania Region is developed in order to identify the driver that sparked the second wave in Italy Methods: Starting from all the available official data collected about the diffusion of COVID-19, we analyzed google mobility data, school data and infection data for two big regions in Italy: Lombardy Region and Campania Region, which adopted two different approaches in opening and closing schools. To reinforce our findings, we also extended the analysis to the Emilia Romagna Region. Results: The paper aims at showing how different policies adopted in school opening / closing may have on the impact on the COVID-19 spread. Conclusions: The paper shows that a clear correlation exists between the school contagion and the subsequent temporal overall contagion in a geographical area.

Education is expected to support the development of a more sustainable way of thinking, working, and living. Although there is a broad range of literature on Education for Sustainable development (ESD), the role of principals in the implementation of sustainability and ESD in schools has rarely been taken into consideration. However, based on the results of school effectiveness research, one can assume that school principals exert a significant influence on ESD. Sustainability is a leadership issue. When a school aims at integrating sustainability and ESD, the principal plays a pivotal role. She or he has to support the endeavor wholeheartedly and credibly, organize a participative process of school development, push ahead sustainability and ESD in the daily life of the school, support teaching staff in the application of ESD, involve students and offer them opportunities to launch their own initiatives. This article seeks to support principals in leading their schools towards sustainability. Four stages of the integration of Sustainability and ESD in a school are defined. For each of these stages, a number of actions and management strategies are suggested and explained in detail.

Introduction – Coronavirus Disease of 2019 (Covid-19) is arguably the greatest global health threat of our time. Immediately the pandemic was declared by WHO, countries around the world took broad public health and social measures (PHSM), including closure of schools, to prevent the spread of the SARS-CoV-2 virus, which causes COVID-19. [1] The COVID-19 pandemic posed an enormous risk to the health and safety of learners, teachers, parents, school administrators, education practitioners, and the wider community. Schools provide not just learning and social support for students but also, crucially, childcare, without which many parents cannot return to work. However, reopening schools carried the public health risk of viral resurgence. Parents and teachers are understandably wary as the students and staff are affected by the disease and the false information surrounding the disease. As the COVID-19 crisis becomes more protracted, there is a growing need to ensure that concerned stakeholders have appropriate mechanisms and capabilities to cope with their evolving local situations. Aim – It assessed the compliance to COVID-19 preventive measures among secondary schools in Nnewi North LGA of Anambra state, Nigeria using WHO checklist. Setting and design – This was a facility-based cross-sectional observational survey. It involved day schools, boarding schools, all boys schools, all girls schools, mixed schools, government schools, private schools, missionary schools, urban schools, and rural schools. A total area population study was done and involved all thirty-one (31) secondary schools within Nnewi North local government area of Anambra state. Data was collected through school surveys and observations of compliance measures, both done during the same school visit. Informed consent was obtained from the principal of each school or their representative before carrying out the study in their facilities. Observations and NCDC guidelines based on WHO guidelines was used to measure compliance in secondary schools. The assessment was based on the concept of indications (i.e. moments in a staff-student / student-student/ staff-staff interaction) that present an infection. Results – Out of the schools sampled, 12 schools (38.71%) had good compliance, 9 schools (29.03%) had moderate compliance, and 10 schools (32.26%) had poor compliance. The finding of this study thus revealed that the overall compliance level toward COVID-19 preventive and control measures among secondary schools in Nnewi-North LGA of Anambra state was 38.71%. This is a very poor compliance level because strict high-level compliance is required to prevent and control the COVID-19 pandemic. The possible reason for this low compliance level may be due to fatigue and reluctance from the establishments’ side and inadequate enforcement of the COVID-19 preventive and control measures from the concerned government authorities’ side. Conclusions – The common restraining factors against compliance to standard COVID-19 preventive measures included the fact that the students are children and thus wouldn’t always wear their masks at all times, school ownership, attitude towards, and risk perception of COVID-19 and these factors significantly influenced the adherence of each school towards COVID-19 mitigation measures.

Ensuring access to water, sanitation, and hygiene (WASH) facilities, coupled with behavior change education in schools, is fundamental for fostering a conducive learning environment and promoting principles of inclusion, dignity, and equality. This study focuses on 12 primary schools in Anápolis, Brazil, encompassing 4,394 students and 248 teachers. WASH assessments were conducted through a questionnaire, observation of water and sanitation facilities and structures, and microbiological analysis. Over the period 2018 to 2020, the proportion of schools with safely managed drinking water surged from 42% to 92%. However, sanitation conditions in the schools were categorized as a basic level, with hygiene services rated as limited in 92% of the schools due to the absence of soap. While this study reveals that Anápolis schools generally align with WASH guidelines for basic/advanced drinking water services, there is a crucial need for enhancements in both hardware and software facilities to address sanitation and hygiene challenges.

Background: With new challenges to the health system, many new competencies within the scope of teaching public health need to be addressed in medical schools’ curricula such as disaster risk management and health system science. The aims of this study were to identify the needs of public health competencies for medical doctors in Thailand and to assess the level of integration for technical collaboration in teaching public health. Method: A total of 17 out of 21 Thai medical schools participated in the national survey. Qualitative inquiries applied focus group interviews of community representatives from ten sample villages and in-depth interviews of representatives from stakeholder organizations particularly employers. The list of public health competencies framework recommended by WHO-SEARO was applied. Quantitative analysis applied descriptive analysis using STATA 15 and qualitative findings were validated by interrelating the meaning of themes from Word Clouds created in NVivo12. Data integration applied a mixed-method Quan-qual approach. Results: 17 medical schools returned the questionnaires (80.95 % yield). The most common regionally-defined public health competencies (in over 70% of schools) were shown to be: Biostatistics, Community Medicine, Epidemiology, Family Medicine, Medical Ethics and Professional Laws, Preventive Medicine, Health Promotion, Holistic Care, and Research. The curriculum in only one medical school lacked Health Economics, whilst Disaster Management was lacking in two other schools. Discipline-based subjects were found to be more prevalent than interdisciplinary competencies. A variety of methods were being applied for teaching public health. The majority of the schools applied lecture as the main teaching method and multiple-choice questions as the main assessment method. Thai communities expect the doctors to get in touch with the community more often, lead the primary health care team through training the health professionals and community health volunteers, and educate the community for better health. Conclusion: Human resource is the main challenge in addressing interdisciplinary competencies. It is necessary to establish a collaborating mechanism among the big and small medical schools and the faculties of public health to improve the teaching of public health to undergraduate students in medical schools. There is also a need to strengthen the health system science and leadership so that future MDs can lead health service delivery according to the needs of their employers such as the Ministry of Public Health and the Rural Doctors Association. The findings of this study may help to identify a national framework of public health core competencies for medical schools and create a common platform for interdisciplinary collaborations.

Open campus policies that grant access to the off-campus food environment influence U.S. high school students’ exposure to unhealthy foods, yet predictors of these policies are unknown. Policy holding and built (walkability), food (access to grocery stores), social (school-to-neighborhood demographic similarity), and organizational (policy holding of neighboring schools) environment data were collected for 200 Oregon public high schools. These existing data derived from the Oregon School Board Association, WalkScore.com, 2010 Decennial Census, 2010-2014 American Community Survey, Supplemental Nutrition Assistance Program, TDLinex, Nielson directories, U.S. Department of Education, National Center for Education Statistics, and Common Core of Data. Most (67%) of Oregon public high schools had open campus policies. Logistic regression analyses modeled open campus policy holding as a function of built, food, social, and organizational environment influences. With health and policy implications, results indicate that schools’ walkability, food access, and extent of neighboring open campus policy-schools are significantly associated with open campus policy holding in Oregon.

This study aims to analyze the effectiveness of implementing the Teaching Factory (TEFA) in improving the professional competence of teachers in State Vocational Schools (SMK) in Jakarta. Teaching Factory is an educational approach that integrates the learning environment with real work practice to bridge the gap between theory and practice. This study uses a quantitative method with surveys and interviews as data collection tools. The respondents are vocational school teachers involved in the Teaching Factory program. The results show that the implementation of Teaching Factory significantly improves teachers' abilities in both technical pedagogical aspects and soft skills, contributing positively to the development of their professional competence. The study concludes that Teaching Factory is an effective method for enhancing the quality of teaching and aligning teachers' skills with industry needs.

This study explores the impact of self-regulation skills on the decision-making styles of school administrators in public primary schools. There is a noticeable gap in the literature regarding how self-regulation components—foresight, will control, and self-reflection—affect the deci-sion-making processes of school leaders. A mixed-methods approach was used, integrating quantitative data from the "Self-Regulation Skills Scale for School Administrators" and the "Deci-sion-Making Styles Scale" with qualitative data from semi-structured interviews with adminis-trators and teachers. The findings reveal that administrators with strong self-regulation skills predominantly use rational and intuitive decision-making styles. This correlation leads to more effective management and improved educational outcomes. The study underscores the im-portance of professional development programs aimed at enhancing self-regulation abilities among school administrators. Such improvements in self-regulation can lead to better deci-sion-making processes, ultimately benefiting student performance and overall school success.

This study investigates effective strategies for second language education in primary schools, analyzing the efficacy of immersive and interactive methods, digital literacy tools, and mixed-method approaches. The findings reveal significant improvements in language proficiency and student engagement through these methodologies, with immersive and interactive strategies showing substantial benefits in oral proficiency and engagement, digital tools enhancing accessibility and engagement, and mixed-method approaches yielding the highest overall effectiveness. The study underscores the importance of a balanced, flexible approach to language education, integrating traditional and modern methods to cater to diverse learner needs. These strategies not only advance linguistic skills but also contribute to the broader cognitive and emotional development of young learners, emphasizing the critical role of effective language education in preparing students for a globalized world.

The prevalence of corona virus and the novel COVID-19 disease in the entire globe has exacerbated different impact on socioeconomic spectrum in the world, including water use pattern. Thus a research was conducted to examine the comparative use of water during pre- and post-COVID-19 lockdown pattern among post-primary schools in Iwo, Osun State, Nigeria. A survey was conducted among fifteen schools which were randomly selected, but with eight public and seven private schools for the investigation. Both descriptive and inferential statistical techniques were used in data analysis. The results revealed that the major source of water to the schools investigated is ground water which is obtained through hand-dug wells and boreholes. It was further discovered that there was increase in water use during post-COVID-19 lockdown era as a result of the directive by the government that clean water should be provided for hand-washing by all schools regardless of the owner to curtail the spread of COVID-19 disease in the country. One sample t-test also revealed that there was a significant difference in water use at (p<0.01) level. It is recommended that the government and other stakeholders in water sector to ensure that all-time and non-seasonal dependent source of water be provided rather than ground water source which is susceptible to variations in water yields from seasonal variations. This will enable continuous clean water supply, for all purposes, including COVID-19 protocols.

COVID-19 pandemic has affected the public educational sectors in terms of adjustment in educational modalities of instructional delivery, school operations, and policies. With this emerging paradigm shift, teachers' crisis self-efficacy and work commitment are relevant for research. This study's main objective was to determine the significant influence of crisis self-efficacy on the work commitment of public school teachers in Region XI (Davao Region), Philippines, during the COVID-19 pandemic. The sample consisted of 1,340 public school teachers across the Davao Region. The researchers collected the data through adapted questionnaires contextualized to the local setting and administered through online Google forms with appended consent. Mean, standard deviation, Pearson r, and regression analysis were used to analyze data. Results revealed that crisis self-efficacy significantly influences the work commitment of public school teachers during the COVID-19 pandemic. Uncertainty management during this crisis, in particular, best predicts teachers’ work commitment. Data also showed a high level of crisis self-efficacy in terms of action, preventive, achievement and uncertainty management, and high level of teachers’ work commitment in terms of commitment to school, commitment to students, commitment to teaching, and commitment to profession. Correlation results also showed a link between crisis self-efficacy and the work commitment of teachers amid pandemic. Finally, the study concluded with practical recommendations and directions for future research.

Students have historically fared poorly on the West African Examinations Council’s (WAEC) mathematics exam. This study investigated senior high school students’ difficulties with studying Geometry in the Cape Coast Metropolis, Central Region, Ghana. Using the descriptive survey design, data were collected from 300 Senior High School Two (SHS 2) students using simple random sampling. Students responded to the questionnaire and a 30-item multiple-choice achievement test on geometry. Four geometry concepts students perceived difficult to study are Circle theorems, Perpendicularity of Tangent and radius of a circle, Angle between Tangent and a chord and Tangents from an external point. The reasons for the difficulty in studying geometry topics are the unavailability of instructional materials, the geometry topics being complex, and teachers not teaching geometry concepts to the students’ understanding. Students’ gender did not influence the learning of concepts in geometry at a 0.05 level of significance. There was an insignificantly weak positive correlation between the students’ performance and their perceived difficult geometry concepts. It was concluded that the Ministry of Education does not provide relevant instructional materials to the various schools to teach geometry concepts. Schools do not organise workshops and seminars for teachers on effectively teaching geometry concepts in mathematics.

Scholars and policymakers see sustainability as depending on the interrelationships between the three pillars of the environment, society and the economy. However, it remains less clear how key stakeholders with a responsibility for educating the next generation perceive the concept of sustainability and act accordingly. In order to gain new insights, this research scrutinises participant perceptions on sustainability and climate change in two eco-schools in England for primary children (aged 5-11 years). Our case study involved individual interviews with classroom teachers and headteachers, group interviews with fourth- and fifth-year students (ages 10-12 years), and in-class observations. We also analysed data from student exercise books and photographs of school grounds to understand participants’ self-reported knowledge and perceptions of sustainability and climate change. Within a framework drawing on theories of science communication and transformative learning (a learning approach based on having challenging experiences), the results show that the integration of sustainability into the curriculum was limited and problematic. That is despite the fact that all students and teachers were aware of the environmental dimensions of sustainability, like climate change and the overuse of natural sources. These findings suggest that schools are no different to other institutional settings when it comes to dealing with the challenges of integrating sustainability into daily practice. We conclude that there is a need for in-service teacher education programmes to enable and motivate teachers to provide richer teaching-learning environments so as to enable effective learning in schools about sustainability and climate change.

Young dementia carers (YDCs) rarely receive appropriate training and support. Their visibility and identification remain dangerously low and as a consequence, support initiatives being developed are failing to reach them. This study explored the success (or failure) of YDCs identification pathways as well as the barriers and enablers to their implementation. An explorative qualitative approach was followed drawing on the experiences of parents of YDCs, dementia researchers, professionals in the field of dementia/young carers and young adult carers. Data collection involved semi-structured interviews (n=17) and a participatory 2-hour workshop to discuss and critique preliminary themes as well as explore strategies to increase the visibility and identification of YDCs. Five themes were identified: A ‘whole family approach’ (as a pathway to identification); ‘Not a carer’ (self/family identification); A postcode lottery (high variability of support services); Tailored support that is ‘fit for purpose’ and the ‘power’ of peer support. Recommendations on potential initiatives and actions that can help raise awareness and increase identification success of YDCs are proposed. Our findings support the need for a broad and holistic approach to the identification of YDCs that runs alongside the development of support initiatives that are accessible and relatable. The support itself will play a role in improving subsequent identification or hindering it if not ‘fit for purpose’.

Globalization has had an impact on the education system in the UAE, where increased use of bilingual curriculum (Arabic-English) is held in high regard. Nevertheless, literacy among Emirati children and teenagers remains low. This study uses a 15-item, open-ended questionnaire completed by Emirati parents and an 8-item, open-ended questionnaire completed by Emirati primary school children from 8 to 11 years of age, and compares the translation of The Little prince into Modern Standard Arabic (MSA) and into the Emirati dialect. The results suggest that not only the Emirati dialect, but any Arabic dialect (in its respective Arab country) could be used in primary schools to motivate children to read in Arabic and bridge the gap between their spoken language (dialect) and formal written Arabic. Not only must an Arab child learn how to read, but also, they have to understand a very formal language system that they are not used to speaking at home, i.e., Modern Standard Arabic (MSA). Having books in their own dialects may make children more interested in reading, as they can understand them more easily.

Integrated disaster risk reduction in schools represents a key component of safety strategies within the educational sector of every country. In this study, a series of 850 face-to-face interviews (650 with students and 200 with teachers) were conducted throughout 2023 in 10 out of the total 18 municipalities in the Western Morava Basin of the Republic of Serbia. The paper proposes two central hypotheses regarding school-based disaster risk reduction. Firstly, it suggests that gender, age, parent's employment, academic achievement, living situation, paternal and maternal education levels, and engagement with social media collectively influence students' perspectives on this matter. Secondly, it posits that gender, age, marital status, parenthood, and educational background significantly impact teachers' viewpoints on school-based disaster risk reduction. Multivariate linear regression was used to explore predictors of students' and teachers' insights on school-based disaster risk reduction. Various statistical tests including Chi-square, t-tests, one-way ANOVA, and Pearson's correlation were employed to investigate the influence of demographic and socioeconomic factors on these insights. The results of multivariate regression analyses indicate that age, gender and marital emerge as the primary predictors across various facets of students' and teachers' insights on school-based disaster risk reduction (awareness of disasters, disaster education activities, attitudes on disaster risk reduction education, enhancement of disaster information accessibility, etc). The results of this study provide insight into the key factors influencing students' and teachers' perceptions of disaster risk reduction in schools. As such, they can serve as a basis for improving educational programs, developing policies and strategies, normative educational frameworks, teacher training, and further research in disaster education.

Every day around 93% of children under the age of 15 (1.8 billion children) breathe outdoor air that is so polluted it puts their health and development at serious risk. Due to the pandemic, however, ventilation of buildings using outdoor air has become an important safety technique to prevent the spread of COVID-19. With the mounting ev-idence suggesting that air pollution is impactful to human health and educational out-comes, this contradictory guidance may be problematic in schools with higher air pol-lution levels, but keeping kids COVID-19 free and in school to receive their education is now more pressing than ever. To understand if all schools in an urban area are ex-posed to similar outdoor air quality and if school infrastructure protects children equally indoors, we installed research grade sensors to observe PM2.5 concentrations in indoor and outdoor settings to understand how unequal exposure to indoor and out-door air pollution impacts indoor air quality among high- and low-income schools in Salt Lake City, Utah. Based on this approach, we found that during atmospheric inver-sions and dust events, there was a lag ranging between 35 to 73 minutes for the out-door PM2.5 concentrations to follow a similar temporal pattern as the indoor PM2.5. This lag has policy and health implications and may help to explain the rising concerns re-garding reduced educational outcomes related to air pollution in urban areas. These data and resulting analysis show that poor air quality may impact school settings, and the potential implications with respect to environmental inequality.

Commons and food are experiencing a revival in recent years and yet the links between both are almost absent in academic and political discourses. Commons are often portrayed as historical and yet innovative governing mechanisms that can challenge the State-Market hegemony. On the other side, food is both a relevant agent of change and a major driver of planetary destruction, being thus cause and solution to multiple crises that affect humankind. Departing from the commodification of food as one root cause of the broken global food system, this text firstly situates and discusses the different schools of thought (or epistemologies) that have addressed the private/public, commodity/commons nature of goods in general, and then explores how those schools have considered food in particular. To do so, the author has defined five epistemologies, four academic (economic, legal, historical and political) and one non-academic (grassroots activists). The analysis highlights how those epistemologies have yielded incommensurable understandings and conflicting vocabularies, hence creating confusion in the socio-political realm and even rejection around the idea of food being considered as a commons. The economic epistemic regard has reigned over the others by applying an approach to commons, public and private goods that is theoretical, reductionist and ontological instead of phenomenological, therefore preventing or obscuring other scholarly or practical understanding of commons. When applied to food, the iron law of economics dictated that food, a private good based on rivalry and excludability, shall be better allocated through market mechanisms with absolute proprietary rights and valued as a pure commodity. This reductionist view collides with the plurality of meanings of food in different societies, civilisations and historical periods, as other schools of thought indicate. The author uses diverse epistemic tools to re-construct food as a commons, based on its essentiality to human beings and societies and the customary and contemporary praxis to produce, consume and govern food collectively through non-market mechanisms for more than 2000 centuries. As commoning has instituting power to create different political and legal frameworks, if food is valued differently the entire architecture of the global food system would change, as the grassroots activist school claims. Re-commoning food defies the legal and political scaffoldings that sustain the hegemony of market and state decision-makers over eaters and food producers and informs sustainable forms of food production (agro-ecology), new collective practices of governance (food democracies) and alternative policies to regain control over the food system (food sovereignty). Food as a commons is an agent of change with transformative power, no matter what economists say.

Automotive manufacturers and suppliers develop new vehicle systems, such as Advanced Driver Assistance Systems (ADAS), to increase traffic safety and driving comfort. ADAS are technologies that provide drivers with essential information or take over demanding driving tasks. More complex and intelligent vehicle systems are being developed toward fully autonomous and cooperative driving. Apart from the technical development challenges, training of drivers with these complex vehicle systems represents an important concern for automotive manufacturers. This paper highlights the new evolving requirements concerning the training of drivers with future complex vehicle systems. In accordance with these requirements, a new training concept is introduced, and a prototype of a training platform is implemented for utilization in future driving schools. The developed training platform has a scalable and modular architecture so that more than one driving simulator can be networked to a common driving instructor unit. The participating driving simulators provide fully immersive visualization to the drivers by utilizing head-mounted displays instead of conventional display screens and projectors. The driving instructor unit consists of a computer with a developed software tool for training session control, monitoring, and evaluation. Moreover, the driving instructor can use a head-mounted display to participate interactively within the same virtual environment of any selected driver. A simulation model of an autonomous driving system was implemented and integrated in the participating driving simulators. Using this simulation model, training sessions were conducted with the help of a group of test drivers and professional driving instructors to prove the validity of the developed concept and show the usability of the implemented training platform.

School Feeding Programmes are social safety net interventions providing educational and health benefits to vulnerable children in developing countries. This study assessed the impact of Osun Elementary School Feeding and Health Programme (O-MEALS) on the enrolment and retention of rural primary schools in Osun State. Multi stage sampling technique was used to select 188 respondents while data was collected through interview schedule. Percentages, Chi-square, PPMC and T-test were used for data analysis. Findings revealed that over half (51.6%) of the respondents were male, aged 9.38 ± 1.84 years and majority (83.0%) had a family size of 6-10 people. Food incentives (=1.25), health challenge (=0.69), and peer influence (=0.67) were major factors affecting school attendance. More than half (53.2%) of the respondents had unfavourable perception towards the school feeding programme. Results showed a significant difference between pupils’ enrolment (t = 5.332, p = 0.006) and retention rate (t = 58.386, p = 0.000) before and after the commencement of O-MEALS. Furthermore, pupils’ enrolment and retention (r = 0.993, p = 0.001) after the commencement of O-MEALS was significantly related. Food incentive was a major factor affecting school attendance, which fostered an improvement in the poor enrolment and retention previously experienced. Since a good number of the pupils possessed unfavourably perception towards the school feeding programme, it was recommended that effective monitoring be established to checkmate food vendors’ activities in delivering quality and satisfactory services. Likewise, the Government’s policies on school restructuring and levy, which had proved counterproductive, should be reviewed.

While providing safe water for the rural poor is considered a basic human right, there are numerous issues associated with existing technologies with shortcomings. Performance issues have continued to fail to meet the needs of impoverished families due to issues including high cost, difficulties with performance, and continuing needs for maintenance. These issues have severely interfered the safe water accessibility. Key aspects of the Guelph Water Filter (GWF) system can avoid/minimize many of these issues. The GWF as described herein enables delivery of low cost, long-term performance at 3Log removal of E.coli and can deliver 1 to 3 L of treated water per hour. The GWF is simple to operate, has an ability to provide sufficient water for a family, maintains longevity of performance, is easy to maintain and has protection against breakage during the cleaning process, is repairable at village level, and operates using a sizable reservoir of water to supply raw water, meaning the technology does not need to be refilled frequently. Hence, the capability of the novel GWF technology is shown to bypass many of the troublesome features of alternative low-tech water treatment technologies. The potential for the GWF to function for 2 days continuously avoids the need for young girls to fetch raw water frequently during a day, thereby enabling them to attend school. Hence, the GWF enhances the potential to result in ‘safe water and full schools’, providing the opportunity for girls to receive education and capture socio-economic benefits for the community.

Background and objectives: Myalgic Encephalomyelitis/Chronic Fatigue Syndrome ME/CFS is a common complex multi-system disease with a significant impact on the quality of life of patients and their families, yet the majority of ME/CFS patients go unrecognised or undiagnosed. For two decades the medical education establishment in the UK has been challenged to remedy these failings, but little has changed. This study was designed to ascertain the current UK medical school education on ME/CFS and to identify challenges and opportunities to inform the future of medical education. Materials and methods: A questionnaire, developed under the guidance of the Medical Schools Council, was sent to all 34 UK Medical Schools to collect data for the academic year 2018-2019. Results: Responses were provided by 22 out of a total of 34 medical schools (65%). 59% of respondents taught ME/CFS, led by specialists drawn from 6 medical disciplines. Teaching delivery was usually by lecture; however, discussion case studies and e-learning were used. 7 schools included questions on ME/CFS in their examinations and 3 schools reported likely clinical exposure to ME/CFS patients. 64% of respondents were interested in receiving further teaching aids in ME/CFS. None of the schools shared details of their teaching syllabus so it was not possible to ascertain what students were being taught. Conclusions: UK medical school teaching in ME/CFS is shown to be inadequate. Several medical disciplines, with known differences about the disease, need to set these aside to give greater clarity in teaching undergraduates so they can more easily recognise and diagnose ME/CFS. Improvements are proposed in ME/CFS medical education consistent with the international paradigm shift in biomedical understanding of this disease. Many medical schools (64% of respondents) acknowledge this need by expressing a strong appetite for the development of further teaching aids and materials. The GMC and MSC are called upon to use their considerable influence to bring about the appropriate changes to medical school curricula so future doctors can recognise, diagnose and treat ME/CFS. The GMC should also consider creating a registered speciality encompassing ME/CFS, post viral fatigue and Long Covid.