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This article analyses the complexities experienced by two student-teacher groups hailing from two diverse campuses of one Higher Education Institution. The timespan focused on their transition from face-to-face teacher education learning to online. Since COVID-19, lecturers have had to reassess curricula delivery as online teaching became the norm. This shift has been impacted by complex challenges that enable and constrain prospective teachers' professional development and academic success. Immersed in the qualitative paradigm, this paper uses a positive psychology framework to analyse students' well-being experiences. The main data production instrument utilised was an online questionnaire completed by 473 student-teachers. The narratives within this qualitative study framework were central to this study by providing a voice to the well-being of developing professional teachers during a global pandemic. A qualitative questionnaire of 473 students constituted the data. The comparative biographical profile of these participants shows that students from the rural campus could continue their studies more successfully online despite barriers. By contrast, the urban students, mostly working class, were constrained by a lack of readiness, family support, financial resources, online connectivity, and difficulty adjusting to the new pedagogy. Economic and cultural capital separate the students' development experiences to become qualified teachers. The article concludes by exposing the fundamental findings that provide insights into the possibilities of using a flexible or hybrid approach to learning and teaching based on the lessons learned. [ABSTRACT FROM AUTHOR]

South Africa has adopted a policy on inclusive education through which White Paper 6 (2001) became the roadmap for implementation. One hundred and sixty-four (164) full-service schools were established to provide education to diverse learners. The extent to which these schools practise inclusion has not been well documented. This critical participatory action research (PAR) study was therefore aimed at exploring the development (if necessary) of an inclusion framework for full-service schools. PAR was adopted as a design through which 12 teachers and 15 learners at a full-service school in Johannesburg East District were engaged in action research over a 6-month period, entailing observations, interviewing and focus group meetings. The inductive content analysis of data has resulted in an inclusive teaching framework modelled on Booth and Ainscow's Inclusive Education Index (2002), to address the identified key pillars of inclusive teaching for diverse classes in a full-service school context. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to review the latest management developments across the globe and pinpoint practical implications from cutting-edge research and case studies. Design/methodology/approach: This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context. Findings: Different types of barrier can impede the learning that is critical within workplaces that are complex and challenging. Firms that identify and successfully address these barriers become better placed to create conditions that are more conducive to workplace learning. Originality/value: The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy-to-digest format. [ABSTRACT FROM AUTHOR]

This paper intends to estimate a structural equation model that can represent the relationship between latent variables, and the relationship between latent variables and indicator variables. The latent variables studied in this research are Campus Environment (KPS), Family Environment (LK), Community Environment (LM), and Seating (TD) on oneself (DS). The method used to analyze the data is Structural Equation Modeling (SEM) based on Partial Least Square (PLS). The research data was obtained through a survey using a questionnaire of Padjadjaran University students with simple random sampling technique. The research result shows that (1) Campus Environment has a significant positive influence on Oneself by 23.5%. (2) Family Environment has a significant positive influence on Oneself by 30.6%. (3) Community Environment has a significant positive influence on Oneself by 22.8%. (4) Seating has a significant positive influence on Oneself by 20.8%. The SEM model formed has a coefficient of determination (Rsquared) of 0.90. So, SEM-PLS is an analysis that can provide information that can be used as a support for making learning process policies. [ABSTRACT FROM AUTHOR]

This paper draws on longitudinal birth cohort data for Britain to analyse participation in learning activities by people in their 30s and 40s. People in this age group have received less attention than either young adults or people in retirement. Yet technical change and the need for new skills make it important for them to engage in learning to improve their prospects at work. We investigate participation and non-participation in a range of different types of learning including gaining qualifications, vocational training and learning for interest. Statistical models explore how factors which occur before their 30s influence learning in this phase of the lifecourse. The results show that cumulative advantage is important – those with the highest qualifications in early adulthood were most likely to engage in further learning later on. Participation in learning activities of any kind in young adulthood was also a key antecedent factor predicting higher chances of participating in learning in mid-life. [ABSTRACT FROM AUTHOR]

Primary school educators in South Africa often experience difficulties in applying recommended adaptive assessment methods in large multilingual classes, with these challenges being exacerbated when teaching and assessing English as First Additional Language (EFAL). In this article, we report on a study that explored Grade 6 educators' knowledge and use of adaptive assessment methods when teaching EFAL. The national Policy on Screening, Identification, Assessment and Support ([SIAS] Department of Basic Education [DBE], Republic of South Africa [RSA], 2014) underpins our study as a theoretical framework. We followed a qualitative research approach to examine the knowledge as well as the classroom practices of 6 purposively selected educators who taught EFAL. The study was grounded in the interpretivist paradigm and investigated educators' lived experiences integrating adaptive assessment procedures into the teaching of EFAL in Grade 6 inclusive classrooms. We relied on semi-structured interviews, observation, and document analysis to collect data and performed thematic analysis to identify, analyse and report repeated patterns. The findings from our study indicate that the participating educators perceived their training in inclusive education and their use of adaptive assessment methods as inadequate, especially in the context of large, under-resourced classrooms. As a result, we recommend that educators should receive the necessary support from the school-based support teams and the district-based support teams to use adaptive assessment methods when teaching EFAL. [ABSTRACT FROM AUTHOR]

The COVID-19 crisis has encouraged a major shift towards greater environmental awareness and sustainable consumption. However, in times of severe crisis, SMEs primarily look to return to normalcy and their own survival rather than implementing a sustainable agenda. This paper aims to contribute to the understanding of the learning problems faced by small tourism enterprises in a crisis such as the COVID-19 pandemic. This paper explores the learning capacity of SMEs and the importance of establishing mechanisms that provide SMEs with the keys to organizational learning as a source of continuous knowledge. Open-ended semi-structured interviews with 39 tourism SMEs managers in Galicia (Spain) were conducted during the toughest months of the COVID-19 pandemic. The results show that SMEs have not been fully involved in the learning process, which is mainly related to knowledge transfer and integration. DMOs can act as promoters of knowledge management for organizational preparedness by providing SMEs with learning mechanisms and strategies to go beyond simple problem solving when they arise. [ABSTRACT FROM AUTHOR]

South Africa, a country that suffered from discriminatory practices in the past, is still feeling the impact of these practices currently. One of these practices limited access to educational institutions, particularly for children experiencing barriers to learning. The focus of this article is on parents' perceptions of barriers to learning as they aid or constrain learners' access to education. In addition, the article explores how the notion of value, as it is expressed in the capability approach, influences support for formal and epistemological access. Four hundred and six parents of children without barriers to learning completed a self-report questionnaire from seven mainstream primary schools in Gauteng, while two hundred and twenty-two parents responded to the open-ended questions. The questionnaire comprised a demographic section and 61 item Likert-type scale and two open-ended questions which explored parents' perceptions of barriers to learning. Thematic analysis was used to analyse the responses to the open-ended questions, while responses to the scale were analysed using SPSS. The results clustered around the themes of behaviour, school climate/environment, learning ability, discrimination and teachers, which indicate that parents assign greater value to the functioning of education than to inclusivity. The general stance however was in favour of formal access over epistemological access. [ABSTRACT FROM AUTHOR]

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Copyright of CEPS Journal is the property of University of Ljubljana, Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Advances in school psychology and mental health highlight the role of collaborative teacher-parent engagement to ensure optimal psychoeducational support. The objective of this South African study was to explore the views of parents and learners regarding Adelman and Taylor's Initial Assessment and Consultation (IAC) shared problem-solving approach to psychoeducational intervention. This approach promotes a paradigm shift from a reductionist and individual deficit orientation to a model which places emphasis on family empowerment and systemic intervention. Data was collected using focus group interviews with 44 parents as well as by administering pre- post-IAC intervention questionnaires to 72 learners who experienced a range of barriers to learning. The research was conducted in 18 under-resourced mainstream regular education schools. Despite acknowledging challenges, parents felt that they had actively participated in the problem-solving and decision-making process with respect to their children. Paired t-test results showed a significant improvement in the views of learners regarding their school work, behaviour and home situations after participation in the IAC family sessions. While further research is recommended, the findings of this exploratory study suggest that the IAC is an adaptable approach which can potentially be applied within diverse school contexts to foster teacher-family collaboration. [ABSTRACT FROM AUTHOR]

This article explored the academic barriers that prevent the inclusion of learners with visual impairment in mainstream schools. It is a purposive study that was conducted in two schools in Tigray Regional State in Ethiopia. The data were collected through interviews and focus group discussions from 2 school principals, 4 teachers, and 12 learners with and without visual impairment. The findings reveal a lack of books in braille, a shortage of computers with "Job Access With Speech" (JAWS) software, few audio-recorded materials, and minimal curriculum adaptation to suit learners with visual impairments. It was discovered that these academic barriers affect the teaching and learning as well as the implementation and actualization of inclusive education. Therefore, this article calls for the Ministry of Education (MoE), schools, communities, governmental, and non-governmental organizations to intervene and ensure the balance between accessibility of education and availability of resources to cater to all learners with visual impairments. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has dramatically impacted higher education institutions in the United States (US). Given the dangers of close social interaction in spreading COVID-19, colleges and universities closed their campuses to minimize and often restrict face-to-face instruction of any kind, including supplemental skill development training and experiential learning. In exchange, higher education institutions implemented online learning strategies to continue education for students, including in-person experiential field experiences. This paper describes the adaptation of an in-person experiential field experience into an eight-day virtual workshop as a result of COVID-19 restrictions along with results from participant surveys evaluating pre-and post-test changes in knowledge and their overall assessment of the virtual workshop. This workshop, the Public Health and Cancer Research Workshop (PHCRW), was tailored for students from health-related graduate programs with the primary goal of introducing students to the causes and impacts of cancer disparities in the US/Mexico border region and research related to mitigating those disparities. The course facilitators added a professional development curriculum necessary for student success and the pursuit of advanced degrees such as academic/job interviewing skills and scientific and grant writing. The objectives were for students to (1) understand introductory and intermediate curriculum on public health, cancer, and cancer research; (2) examine the interrelationships among factors impacting public health problems; (3) describe the components of the research process; (4) describe various components of scientific writing; and (5) demonstrate professional strategies associated with school admission and employment. Students completed pre-and post- self-assessments that indicated gains in knowledge about cancer topics, particularly cancer prevention strategies (Mpre = 3.43; Mpost = 4.43), social determinants associated with cancer (Mpre = 3.29; Mpost = 4.43), and cancer rates by characteristics (Mpre = 3.43; Mpost = 4.43). Additionally, students overwhelmingly stated that they appreciated the opportunity to supplement their educational experience in a virtual format. Though the virtual format proved challenging in some respects, students expressed high satisfaction with the workshop. In addition to achieving the goals, the workshop successfully increased students' skills, knowledge, and self-confidence. Despite the last-minute adaptation of the PHCRW, students' satisfaction indicated that this program was an overall success.