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Objectives: Guideline compliant CPR is associated with improved survival for patients with cardiac arrest. Conventional Basic Life Support (BLS) training results in suboptimal CPR competency and skill retention. We aimed to compare the effectiveness of distributed CPR training with real-time feedback to conventional BLS training for CPR skills in pediatric healthcare providers., Methods: Healthcare providers were randomized into receiving annual BLS training (control) or distributed training with real-time feedback (intervention). The intervention group was asked to practice CPR for 2 min on mannequins while receiving real-time CPR feedback, at least once per month. Control group participants were not asked to practice CPR during the study period. Excellent CPR was defined as 90% guideline-compliance for depth, rate and recoil of chest compressions. CPR performance of participants was assessed (on infant and adult-sized mannequins) every 3 months for a duration of 12 months. CPR performance was compared between the 2 groups., Results: A total of 87 healthcare providers were included in the analyses (control n = 41, intervention n = 46). Baseline assessment showed no significant difference in CPR performance across the 2 groups. The intervention group has a significantly greater proportion of participants with excellent CPR compared with the control group on an adult sized mannequin (14.6% vs. 54.3%, p < 0.001) and infant-sized mannequin (19.5% vs. 71.7%, p < 0.001) at the end of the study. In the intervention group, all CPR metrics except infant depth were improved and retained over the course of the study., Conclusion: Distributed CPR training with real-time feedback improves the compliance of AHA guidelines of quality of CPR., (Copyright © 2018 Elsevier B.V. All rights reserved.)

Background: YouTube has educational videos on inhalers. However, their content and quality are not adequately known. Objectives: This study investigated the quality and content of educational YouTube videos on inhalers. Methods: This descriptive study analyzed 178 YouTube videos on inhalers between May and July 2022. Two researchers independently evaluated the videos. The Global Quality Score (GQS), Journal of American Medical Association (JAMA) Benchmark Criteria, and Inhaler Application Checklist (IAC) were used to assess the quality and content of the videos. Spearman's correlation, Kruskal–Wallis, Mann–Whitney U, ANOVA, and Post hoc analysis Bonferroni test were used for data analysis. Results: The videos had a mean GQS score of 3.70 ± 1.24, and JAMA score of 2.22 ± 0.60. A negative correlation was between the quality score of the videos and views, likes, comments, duration, and likes/views (respectively; r = −0.237 p < 0.005, r = −0.217 p < 0.003, r = −0.220 p < 0.005, r = −0.147, p < 0.005). The videos narrated by nurses and doctors had significantly higher mean JAMA and GQS scores than others (p = 0.001). The videos missed some procedural steps [gargling (29.1%), adding no more than five ml of medication and device cleaning (41.9%), and exhaling through the nose (37.5%)]. Videos uploaded by individual missed significantly more procedural steps than professional organizations (p < 0.05). Conclusions: YouTube videos about inhaler techniques have a moderate level of quality. Videos uploaded by doctors and nurses as content narrators were of higher quality. The videos missed some procedural steps. Individual video uploaders had higher missed procedural steps. Counseling should be provided to patients regarding the reliability of online information. [ABSTRACT FROM AUTHOR]

The adoption of multiparametric MRI (mpMRI) and the Prostate Imaging Reporting and Data System has significantly changed prostate cancer diagnosis and management. These advancements, alongside novel biomarkers and updated International Society of Uropathology grade groups, have improved cancer detection and prognostication. Despite this progress, varying levels of expertise in mpMRI among radiologists have resulted in inconsistent assessments, potentially leading to unnecessary procedures and diminished confidence in the modality. This review assesses the educational landscape for prostate MRI, highlighting available resources for radiologists at all professional stages. It emphasizes the need for targeted educational strategies to bridge knowledge gaps and improve patient care outcomes in prostate cancer management. [ABSTRACT FROM AUTHOR]

Analyzing education does not only involve years of schooling, quality matters! This paper aims at providing better data on schooling with a focus on learning outcomes. It provides the largest dataset on learning outcomes, years of schooling and learning-adjusted year of schooling (LAYS) with comparable data between 1970 and 2020. The quantity dimension is measured by years of schooling and uses the latest data from Barro and Lee (J Dev Econ 104:184–198, 2013), while the quality dimension is taken from linking standardized, psychometrically robust international achievement tests and hybrid tests. The data are available for more than 120 countries between 1970 and 2020. Several findings can be highlighted. A global convergence on both learning outcomes and enrollment has occurred since 1970, but a breakdown can be found after 1990. A very low number of countries perform better after 2000 regarding the quality of schooling, while most countries have a stable level of learning outcomes. [ABSTRACT FROM AUTHOR]

Objectives To characterize the role of pathology explanation clinics (PECs) in prostate cancer care and determine their impact on patients, urologic oncologists, and quality of care. Methods Semistructured interviews with 10 patients with newly diagnosed prostate cancer were conducted before and after a PEC pilot and at the 1- and 6-month follow-up visits. Information about participants' cancer knowledge and anxiety were collected quantitatively. Documented pathologist communications and proper review of outside biopsy slides were collected. Semistructured interviews were also completed with participating urologic oncologists following the pilot. Results Pathology explanation clinics improved participants' understanding of their diagnosis, cognitively and emotionally supporting them first in their urologic oncology visit and later in making an informed treatment decision. Mean knowledge scores were high, and a minority of participants had prostate cancer anxiety. Urologic oncologists noted improved understanding and reduced anxiety among participants, enabling nuanced conversations about prognosis and management during the visit. By ensuring review of outside biopsy slides and communication of clinically significant or unexpected diagnoses, PECs supported high-quality care and patient safety. Conclusions In this small pilot, PECs positively affected patients with prostate cancer, their clinicians, and the overall care system. Additional studies in larger populations and diverse settings will be useful. [ABSTRACT FROM AUTHOR]

The paper presents the results of a qualitative study that explored the practices of identifying the language needs of immigrant children; the importance practitioners attach to an integrated approach to the inclusion of immigrant children at different levels; and the challenges they expect to face in implementing the concept of an integrated approach with parents, head teachers, teaching and non-teaching staff. The study involved 209 professionals from kindergartens, primary and secondary schools who received training on the implementation of the Concept for the Holistic Integration of Immigrant Children in Kindergartens and Schools. The results show that kindergartens and schools recognise the linguistic needs of immigrant children, stress the importance of preserving the first language as a contribution to understanding different cultures, developing identity and encouraging the learning of a second or foreign language.

The theme of equity in the classroom is particularly relevant and necessary in the current context of education. The choice of this theme is motivated by several important factors that underline the need for a systematic and rigorous approach in the study of educational equity.

This paper discusses the results of the study of educational effectiveness at the tertiary level. It contains an overview of the research considering the quality and effectiveness of higher education development, the issues of creating criteria for their assessment and measurement. The four groups of factors ("Man", "Milieu", "Material", "Method") for evaluating educational effectiveness were determined, totally including 65 points. The results of the students' surveys revealed the most significant factors as well as the least crucial ones influencing educational effectiveness in higher educational institutions. The total number of respondents was 279. It was found that the subgroup of factors "Teacher's competence" is the most important from the viewpoint of the respondents, while the subgroup "Infrastructure facilities" is the least valuable one. The priority measures list was given, the implementation of which will make it possible to increase educational effectiveness in higher educational institutions. Methods such as Ishikawa diagram building, brainstorming and the survey of students were used for achieving the objectives of this research. [ABSTRACT FROM AUTHOR]

Purpose: For children with advanced cancer and their families, communication about prognosis is critical. Unfortunately, data demonstrate that prognostic communication occurs infrequently and inconsistently across advancing illness. Prior to developing an intervention to improve prognostic communication, we aimed to (1) characterize parent and oncologist perspectives on “best” approaches for prognostic communication, and (2) explore similarities and differences between parent and oncologist perspectives. Methods: Children with poor-prognosis solid tumors, their parents, and oncologists were followed prospectively for 24 months or until death. Matched semi-structured interviews were conducted with parents and oncologists 0–7 days after medical encounters at timepoints of disease progression or relapse. Reflexive thematic analysis was conducted to describe parent and oncologist impressions of communication quality. Results: A total of 68 interviews were conducted following serial disease reevaluation encounters involving 13 parents and five oncologists. Nine main themes were identified as “best” approaches: (1) speaking with honesty and clarity, (2) leaving room for hope, (3) leaning into a long-standing relationship, (4) personalizing language, (5) empowering the patient and family, (6) collaborating with the multidisciplinary team, (7) providing anticipatory guidance, (8) setting the scene, and (9) creating a therapeutic space. Parents and oncologists generally agreed on themes related to helpful communication approaches, while parents more explicitly described communication pitfalls. Conclusion: Parents and oncologists described clear recommendations for helpful communication strategies and pitfalls to avoid during difficult prognostic disclosure. Future work should integrate patient perspectives in the design and testing of an intervention to improve prognostic communication in advanced childhood cancer. [ABSTRACT FROM AUTHOR]

Productive zakat is the management and distribution of zakat funds that have long-term effects on zakat recipients and are invested in productive activities. This study aims to determine the role of productive zakat empowerment in improving the quality of mustahik education. This is reviewed based on graduate competency standards, educational assessment standards, and infrastructure standards. The research methodology employed in this study is qualitative research with a descriptive approach. Data collection techniques include focus group discussions (FGDs), interviews, and document analysis. The data analysis procedure employed in this study utilized the Miles and Huberman data analysis model. The findings of this study indicate that productive zakat empowerment is a significant factor in enhancing the quality of mustahik education through scholarship programs aligned with three national education standards. In accordance with the graduate competency standards, students are expected to complete the memorization of 30 juz of the Qur'an. In terms of educational assessment, students have demonstrated a notable enhancement in their academic performance, as well as an improvement in their ability to memorize the Quran. With regard to the standard of facilities and infrastructure, students who previously experienced economic difficulties are now experiencing changes due to the scholarship program. As a result, students are now able to pay school fees and have access to complete school equipment, including books and school uniforms, which optimally supports their learning process. [ABSTRACT FROM AUTHOR]

Copyright of Human Sciences Journal / Revue des Sciences Humaines is the property of Universite des Freres Mentouri Constantine 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.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Early childhood education and care programmes provide opportunities to enhance children's learning and development, especially when high-quality learning experiences and educator-child interactions are embedded within them. However, the quality of early childhood education programmes varies greatly. Quality in early childhood education and care is conceptualised in three domains: structural, process and system. Understanding how to drive quality improvements in early childhood education and care relies on clear, consistent evidence concerning each of these domains, however, the current literature is not comprehensive. This scoping review maps the extent and consistency of the research literature in each domain of quality to identify knowledge gaps and inform future research. Through a search of the peer-reviewed literature, 85 meta-analyses and systematic reviews meeting our inclusion criteria were identified. We found a wide variation in the number of included studies in each domain and sub-domain of quality. We found the greatest number of meta-analyses and systematic reviews related to programmes, interventions, and curricula (process quality) and professional development and support (structural quality). The literature included in this scoping review is heterogeneous and of varying methodological quality, with inconsistent or contradictory findings. The research is most consistent in relation to pedagogy, professional development and support, and programmes, interventions, and curricula (process quality) and learning environments (structural quality). Interactions between the different domains of quality are complex and future research should focus on the associations between different features of quality in early childhood education programmes and practices that are critical to implementing successful continuous improvement initiatives. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores 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.)

This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead. [ABSTRACT FROM AUTHOR]

Objectives To measure rates of potentially inappropriate pathology testing in the hospital setting. Methods Retrospective cross-sectional study in hospital setting from July 2021 to December 2021. We examined 3 potentially inappropriate uses: overordering, selection errors, and unnecessary repeat testing. Overordering included vitamin D and lipids (rarely required in acute hospital care). Selection error was the ratio of iron studies to standalone ferritin requests. Unnecessary repeats included any repeat vitamin D, lipids, iron, or ferritin in an episode of care or C-reactive protein (CRP) repeated within 3 days and N-terminal pro–brain natriuretic peptide (NT-proBNP) within 7 days and repeated previously abnormal CRP and NT-proBNP tests. Costs of inappropriate tests were estimated using the Australian Medicare Benefits Schedules. Results Among 55,904 test requests, 15% (n = 8120) were potentially inappropriate. Vitamin D was frequently ordered (n = 4498), as were lipids (n = 2872). Ratio of iron studies to standalone ferritin was 36. Of 19,233 repeat CRPs, 36% (n = 6947) were within 3 days and 62% (n = 179) of repeat NT-proBNPs were within 7 days of the first test. For initially abnormal tests, 89% of CRPs and 97% of NT-proBNPs remained abnormal. Inappropriate test costs accounted for 12% to 30% of costs. Conclusions Frequent potential inappropriate use and selection of pathology tests was observed in South Australian hospitals. [ABSTRACT FROM AUTHOR]

Background: Virtual patients commonly train students in clinical competence in nursing education. This review aimed to evaluate the sample characteristics and sampling method, technological design of the virtual patients, duration of simulation methods, comparison methods used in control groups, outcomes of simulation interventions, and quality of the included randomized controlled studies. Methods: Five databases were searched using English-language keywords between 1995 and 2019. The Turkish Quality Assessment Tool for Quantitative Studies was used to evaluate the quality of randomized controlled trials. Of the 4235 studies identified, 10 randomized controlled trials reporting virtual patients in nursing education were reviewed. Results: The total number of participants in the review was 787. The virtual patient methods used in all studies differed. The duration was different in all the studies. Standardized patients, traditional education, facilitated mannequin-based simulation, written descriptions of the skills, low-, medium-, and high-fidelity simulation, and virtual simulation without training methods were used in the control groups for the comparison. Six studies indicated that virtual patients increased students' knowledge, skills, self-efficacy, self-confidence, nursing competencies, and satisfaction levels in clinical practice, while four studies found no significant difference between the groups. The quality was poor in four of 10 studies, moderate in two of 10 studies, and strong in four of 10 studies. Conclusions: This study demonstrated that the virtual patient methods used in studies varied in terms of technological design. The duration of simulation in the studies varied from less than 30 minutes to more than two months. The virtual patients could improve knowledge, skill acquisition, self-efficacy, self-confidence, and nursing competency compared with low-fidelity simulation, didactic education, no-intervention, or no-education studies. The quality results of the studies show that most of them had weak or strong research designs. [ABSTRACT FROM AUTHOR]

Objective: This research was conducted with the aim of investigating the students' perception of the quality of the learning environment and climate in the shahid Rajaei Campus of Farhangian University. Methods: In this study, descriptive-survey method was used. The statistical population was 477 students of Shahid Rajaei campus (Department of elementary education), A sample of 245 was selected by stratified random sampling. The instrument used to collect data was the Roff et al questionnaire, The content validity of the questionnaire was confirmed by experts, Cronbach's alpha coefficient was 0.90, which indicates the reliability of the questionnaire. Descriptive statistics (mean, standard deviation), t and chi-square were used to analyze the datas. Results: The findings of the research showed that the perception average of the students of the educational climate and social conditions of education was lower than the average, and their perception of the quality of learning, teachers' evaluation and their academic ability was higher than the average. Conclusion: Farhangian University, should strive to create a better image of the university. [ABSTRACT FROM AUTHOR]

Copyright of REICE. Ibero-American Journal on Quality, Effectiveness & Change in Education / REICE. Revista Iberoamericana Sobre Calidad, Eficacia y Cambio en Educación is the property of Red Iberoamericana de Investigacion sobre Cambio y Eficacia en Educacion 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.)

This candid perspective written by scholars from diverse disciplinary backgrounds is intended to advance conversations about the realities of peer review and its inherent limitations. Trust in a process or institution is built slowly and can be destroyed quickly. Trust in the peer review process for scholarly outputs (i.e., journal articles) is being eroded by high-profile scandals, exaggerated news stories, exposés, corrections, retractions, and anecdotes about poor practices. Diminished trust in the peer review process has real-world consequences and threatens the uptake of critical scientific advances. The literature on “crises of trust” tells us that rebuilding diminished trust takes time and requires frank admission and discussion of problems, creative thinking that addresses rather than dismisses criticisms, and planning and enacting short- and long-term reforms to address the root causes of problems. This article takes steps in this direction by presenting eight peer review reality checks and summarizing efforts to address their weaknesses using a harm reduction approach, though we recognize that reforms take time and some problems may never be fully rectified. While some forms of harm reduction will require structural and procedural changes, we emphasize the vital role that training editors, reviewers, and authors has in harm reduction. Additionally, consumers of science need training about how the peer review process works and how to critically evaluate research findings. No amount of self-policing, transparency, or reform to peer review will eliminate all bad actors, unscrupulous publishers, perverse incentives that reward cutting corners, intentional deception, or bias. However, the scientific community can act to minimize the harms from these activities, while simultaneously (re)building the peer review process. A peer review system is needed, even if it is imperfect.

This study aims to investigate the relationship between service quality and student intention behaviour in Higher Education Institutions. This research used a correlational method with a quantitative approach. The online questionnaire was distributed to 110 State University of Surabaya students following the cluster random sampling. In this research, data gathered was analyzed using the Pearson Product Moment correlation analysis. The results showed a significant positive correlation between higher education service quality and student intention behavior. The better service quality provided linier withlinearnt intention behavior fobehaviourending and their intention to loyal in in the institutton. This study's findings remind us to improve the quality dimension as a key factor in attracting and retaining students to student education Institutions.

This study aims to provide a comprehensive description and analysis of Total Quality Management (TQM) implemented by Sekolah Murid Merdeka (SMM) to improve the quality of services to meet the needs of students requiring effective and quality learning using the blended learning method. The blended learning approach is a model of education that combines traditional classroom instruction with elements of online learning. This study highlights the implementation of TQM in the context of blended learning to improve the quality of educational services continuously. In the current era of information and technology, the need for 4C skills (critical thinking, collaboration, communication, and creativity) is crucial to face the fourth industrial revolution. Implementing TQM at SMM is one of the appropriate alternatives to meet these challenges. By implementing TQM, SMM seeks to improve output, reduce production costs, and increase production. The results of this study are expected to provide valuable insights that not only influence practices at Sekolah Murid Merdeka but also guide other educational institutions in optimizing their blended learning initiatives. By understanding best practices in implementing TQM in the context of blended learning, educational institutions can improve the quality of their services to meet the needs and expectations of students in the modern education era. [ABSTRACT FROM AUTHOR]

Researchers of early childhood educators' practice have noted the usefulness of applying various conceptual and methodological resources to create accounts of complexity. This article contributes to an under-researched area, providing evidence of multi-tasking and task rotation as aspects of the complexity of early childhood educators' practice. The data regarding these aspects were generated in 46 focus groups conducted with 111 directors, teachers and assistants working in Australian early childhood education and care services. Findings of the thematic analysis of focus group data suggest that for participants, multi-tasking and task rotation were considered an integral and regular aspect of practice. Participants also described a range of ways services had to make these sometimes-challenging aspects of practice work for themselves, children and families. This article concludes with suggestions for making multi-tasking and task rotation more manageable through shared understandings and the creation of enabling conditions within early childhood work environments. [ABSTRACT FROM AUTHOR]

The quality of teaching and pedagogical practices of teachers is a global issue in education. The success of Six Sigma in several industries stimulates its potential to be applied in the field of education. However, discussions related to Six Sigma development in systematic education are still very limited. Therefore, this systematic literature study was conducted to synthesize empirical data on the implementation of the Six Sigma approach in education. This study focuses on two main objectives, namely to identify the trends in the implementation of the Six Sigma approach in education based on national and year tendencies as well as to identify research sampling trends and the focus of the field of study. The Web of Science and Scopus databases have been used based on the preferred reporting items for systematic reviews and meta-analyses (PRISMA). The findings of systematic literature articles showed that India is the most dominant country conducting Six Sigma studies in education. Furthermore, related studies were conducted the most in 2017. In addition, the research samples are also more focused on the context of higher education institutions. These findings help improve the general understanding of Six Sigma in education to improve the quality of teachers in schools further. [ABSTRACT FROM AUTHOR]

Effort has been made to minimize the burden of non-interpretive tasks (NITs), in particular by hiring and training non-radiologist support staff as reading room coordinators (RRCs). Our medical center recruited and trained senior medical students from our affiliated school of medicine to work alongside on-call radiology residents as RRCs. A 12-month Malpractice Carrier monetary grant was acquired to fund medical students at with the aim to reduce malpractice risk. After the first year, residents were surveyed regarding the impact of the RRCs on perceived on-call efficiency and morale. Furthermore, report turnaround times (TAT) on call shifts that were and were not accompanied by a RRC were compared. 89 % of residents strongly agreed that the RRC improved workflow efficiency, decreased distractions, and felt less stressed during the call shift when the RRC was on duty. 78 % strongly agreed to be more likely to contact a referring clinician when the RRC was able to help coordinate. The mean TAT in the presence of a RRC was 36.8 min, and the mean TAT in the absence of a RRC was 36.9 min After hiring medical students to assist on-call radiology residents with noninterpretive tasks, residents reported subjective indicators of program success, but average report turnaround time was unaffected. Nevertheless, we predict that this type of program will continue to grow among academic radiology departments, though additional research is required to evaluate national trends and impacts on radiologist productivity and well-being. [ABSTRACT FROM AUTHOR]

The aim of this research was the creation and validation of a questionnaire to assess education quality in university contexts and to find factors that can help improve the educational system. The questionnaire was validated via a psychometric study through exploratory (EFA) and confirmatory (CFA) data analyses from a sample of 1302 subjects to find students' level of satisfaction in the university environment. The results show good reliability and validity, highlighting three factors: access level to computer aspects; different material resources and university students' degree of satisfaction with the educational community. We concluded that this validated questionnaire provides information regarding students' opinions about the quality of education in university contexts and can serve as a measurement tool for the educational system's good functioning in an effective and efficient way. [ABSTRACT FROM AUTHOR]

Currently, in the education of adults, including through the studies at the university programs of professional master's degrees, there is an emphasis on initiation into quality management. Quality management, in turn, contributes to the efficiency of the educational process as a whole. Our study also includes the variable education for sustainable development, which is improved by advancing quality standards, with specific indicators and descriptors. All managerial functions, from planning to improvement, must be related to the imperatives of sustainable education in local and global contexts. Thus, we aim to sensitize the investigated subjects and potential readers to the interconnection of education for quality and sustainable development as elements of new education. The latter can offer viable solutions to the problems of the contemporary world. We propose to carry out mixed (qualitative and quantitative) research based on a questionnaire applied to a representative batch of master's students from the State University of Moldova, who study the discipline of Quality Management in Education. Representing different types of educational institutions and localities from the Republic of Moldova, the investigated subjects will evaluate the reflection of education for sustainable development in the quality management system of the institution and will analyze the school documentation from the given perspective. We are interested in ascertaining the level of awareness of the problem reported by us and identifying opportunities and solutions for improvement. The hypothesis of our study is: does the quality management in school influences the efficiency of education for sustainable development. The little representation of objectives for sustainable development in school and community policies and practices causes serious ecological problems and perpetuates local and global crises. Insignificant interventions by decision-makers, community, and educational actors perpetuate ecological catastrophes/bombs and enormously affect the well-being of the population.

This article aims to show the circumstances of the evaluation carried out remotely at the Algerian university during the period of confinement and even after the Covid-19 pandemic. The objective is to specify the criteria for a credible distance evaluation which judges the effectiveness of the teaching provided. To achieve this, we conducted a semi-structured interview with teachers from different Algerian universities and different disciplines. We adopted the quantitative/qualitative approach. Likewise, we focused on the characteristics (material and intellectual) drawn from Clark's work to be able to qualify the evaluation carried out remotely. We also developed the Stufflebeam CIPP model for analyzing the evaluation process. The results of our study show that teachers refer to different types of remote assessment. They can assess students through quiz-style exercises. They also involve students in online discussion forums. However, a quality remote assessment is achieved through the availability of technological means and coherent and structured work by the teacher.

Since the 1990s, learning assessment surveys have become increasingly important in developing countries. Zambia, for example, has developed a diversified assessment system over the past 26 years, combining national and international surveys. The aim of this article is to shed light on the limits of learning assessments and the induced consequences on the construction of the Zambian assessment system. Building on a comparative analysis of national and international assessments, the author considers the characteristics of the indicators produced by the five assessments conducted in Zambia. The indicators produced are similar in their objectives of measuring learning achievement. However, certain biases and inconsistencies are highlighted, particularly regarding differences in content and modes of evaluation. Moreover, the representativeness and comparability of the indicators are limited. This study thus attempts to assess the capacity of learning assessments to inform decision-makers and education planners in a given country.

This article is dedicated to defining the concept of the quality of education, particularly higher education, within the context of various research concepts. It emphasizes that the quality of higher education is a complex, multidimensional, and multi-level phenomenon with a comprehensive and systemic nature. The article explores three main research concepts: socially and historically determined quality of education, subjective perception as a value depending on stakeholders' understanding, and education quality as a systemic object of managerial influence. It highlights that the quality of higher education is ensured by several key parameters: the quality of the teaching staff, the quality of teaching (implementation of cutting-edge technologies by academic staff in the professional training process), the state of material and technical infrastructure, laboratory equipment of higher education institutions, and financial support. The article analyzes regulatory and strategic declarative documents of the European Union and the European Higher Education Area, as well as strategic and legal acts of Ukraine. It establishes that the issue of education quality is evolving and improving within the framework of adopting and implementing a series of documents in the European Educational Area. It underscores that education quality is a national priority and a prerequisite for the national security of the state, complying with international norms and the requirements of Ukrainian legislation regarding citizens' right to education. The article emphasizes that contemporary civilization and national challenges of the 21st century necessitate the search for new methodological approaches to enhancing the quality of higher education, including its digitization.

In Spain, dual vocational training has recently become a fundamental pillar to train the working population. This article focuses on two objectives: to evaluate the quality of two models of dual VET in Spain and to identify their differences in terms of the following dimensions: Teaching Team, Process, Evaluation and Synergies. To achieve these objectives, a quantitative methodology and a cross-sectional design were used to collect data using an ad hoc questionnaire (37 items) developed based on a literature review and the 14 European quality criteria. The sample consisted of 263 educational institutions. Regarding the results for the first objective, Model B implemented EQAVET with higher quality. With regards to the second, researchers observed that all dimensions received a high or very high compliance of 70%. However, discrepancies were primarily found in the training of tutors in training centres, quality certification of dual VET and links, and support and cooperation between training centres and companies. This study provides empirical evidence regarding the factors that lead to higher quality dual VET in schools, based on the manner in which the criteria of the European Framework for Quality and Effective Vocational Education and Training (EQAVET) are implemented.

Seborrheic dermatitis (SD) is a common, burdensome inflammatory skin disorder. Little is known about the identity and quality of videos patients consume on social media to better understand and manage SD. We evaluated three social media platforms—YouTube, TikTok, and Instagram—for content, quality, and popularity. Search terms "seborrheic dermatitis," "dandruff," "cradle cap," and "flaky scalp" identified videos on each platform. The first 50 videos for each keyword were analyzed. After screening, 147 YouTube, 132 Instagram, and 164 TikTok videos were included. Videos were characterized by upload source (healthcare provider/organization [HCP]/non-HCP), quality (accurate/misleading/non-informative), content (educational/personal xperience/entertainment/advertisement), and number of likes/views. Data were analyzed by chi square (categorical) or Kruskal–Wallis (continuous) tests. YouTube contained a higher proportion of videos vs. TikTok and Instagram that were made by HCPs (42.2/19.7/17.7%, respectively) and contained more accurate (52.4/28.0/32.9%), and educational (66.7/38.6/34.4%) content (p < 0.0001 for all). Non-HCPs were responsible for creating the majority of videos across platforms along with most inaccurate/non-informative (65.9/86.8/78.6%) and non-educational (56.5/75.5/71.1%) content (p < 0.0001 for all). Despite lower quality of content and information, TikTok videos had the highest mean views (2,418,872) and likes (184,395) (p < 0.0001 for all). HCP vs. non-HCP-made videos were viewed more frequently only on YouTube. Though views and likes were common for all inaccurate and entertainment/advertisement content, they were most characteristic of TikTok and Instagram (p < 0.0001). These results show a high volume of SD video consumption across all platforms, especially those with lower quality and less informative content, and significant content difference across platforms. Additional studies are needed to better characterize online SD educational content and optimize HCP-led video creation and patient video consumption. [ABSTRACT FROM AUTHOR]

Copyright of Revista Académica Internacional de Educación Física is the property of Asociacion Cientifica Internacional de Educacion Fisica 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.)

Copyright of Croatian Journal of Education / Hrvatski Časopis za Odgoj i Obrazovanje is the property of Uciteljski Fakultet u Zagrebu 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.)

Copyright of Mendive - Revista de Educacion is the property of Universidad de Pinar del Rio 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.)

Studies of education quality are currently a matter of particular relevance and importance. It would seem that the quality of education should interest the scientific community in different periods (historical periods) of time, however, as practice shows, these studies have been carried out mainly in recent times. The article describes some arguments on the quality of education based on the available historical data on the development of education in Russia. Given that it is not possible to consider in detail all historical periods in different countries within the framework of one article, a summary of the key points influencing the development of education in Russia before the revolutionary events (during a certain period of the reign of the Imperial House of Romanov) was made in a small comparison with the modern perception of the quality of education. Some factors influencing the quality of education in the period from the late 19th to early 20th centuries have been identified. The conclusion is made on changing/unchanging factors affecting the quality of education in modern reality in comparison with past experience in the development of the education system. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogia Più Didattica is the property of Edizioni Centro Studi Erickson SpA 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.)

This study examines the improvement of the quality of education management, education personnel, and social studies subject educators. The study focuses on improving the quality of education management, educators, and education personnel, specifically in social studies subjects. The method used in this research is Library Research. The research stages include 1) Data collection, which is carried out by collecting written data from books, journals, and articles relevant to the model being analyzed, and 2) Data analysis, namely content analysis, where data obtained from literary reading materials is analyzed in depth. The result of this research is that improving the quality of Management is needed to improve the quality of educators in social studies subjects and education staff so that implementing activities in an educational institution runs optimally, effectively, and efficiently. Compared to the preceding years, the Management of educators and education workers at the school or institution that was visited has started showing signs of improvement in their overall performance. The use of certification and the supply of benefits as a mechanism to increase educator welfare is beginning to function even though there are still specific inadequacies in the system.

This study examines the use of information and communication technologies (ICT) to monitor the psychological component of higher education quality. A literature review covers the concepts of higher education quality and its monitoring, the psychological factors involved, and the potential of ICT tools, including Google services. The study details a monitoring procedure using Google Forms to assess indicators like relationships between participants, satisfaction levels, and organisational climate. The computer program “Personnel – Ψ” is also presented as a tool for comprehensive psychological diagnostics of teachers. The advantages of using ICT tools for efficient data collection, analysis and management are discussed. The results demonstrate the feasibility and effectiveness of using ICT to improve monitoring of the psychological aspects of educational quality and make evidence-based decisions to enhance the educational environment. The use of user-friendly tools like Google Forms facilitates regular assessment of quality indicators and aids institutions in ensuring participant satisfaction and optimal conditions for learning and growth.