scholarly journals Child Care for the Under 3 Year Old Children: Experiences from Lesotho

2020 ◽  
Author(s):  
Edith M. Sebatane ◽  
Maretšepile Mahamo ◽  
Phaello Ntšonyane
Keyword(s):  
Child Protection ◽  
Formal Education ◽  
Service Providers ◽  
Education Programme ◽  
Lessons Learned ◽  
Daycare Centre ◽  
Institutions Of Higher Learning ◽  
Age Cohort ◽  
Quality Child

Lesotho, like many developing countries, experiences challenges in providing quality early childhood services for children below 3 years of age. No formal education programme for children aged below 3 years exists yet, except the informal daycare centres run by inexperienced child-minders. At this tender age, the focus for child development and care must focus on child protection, healthy stimulation nutrition and health. Realizing the need for quality child services for the age cohort, Catholic Relief Services Lesotho introduced a programme named Whose Child is This? (WCIT) that focuses on provision of quality services for the children. This chapter shares Lesotho’s experiences in addressing delivery of quality informal early learning environments. A case study of one daycare centre in the Maseru Industrial settlement was undertaken focusing on practices and services rendered to children aged below 3. New lessons learned were the need for partnerships among agencies serving children’s needs, and collaboration with parents strong advocacy for implementation of the Nurturing Care Framework is critical for all ECCD service providers. Institutions of higher learning need to step forward to produce research evidence on importance of strong foundations for children aged below 3 years.

Evaluating a Functional Family Therapy Intervention: Challenges and Lessons Learned

2021 ◽  
pp. 104973152098560 ◽  
Author(s):  
Katarzyna Celinska
Keyword(s):  
Family Therapy ◽  
Service Providers ◽  
Evaluation Research ◽  
Evaluation Process ◽  
Outcome Evaluation ◽  
Lessons Learned ◽  
Functional Family Therapy ◽  
Functional Family ◽  
Family Based

Purpose: This case study is the introspective account of the evaluation process of Functional Family Therapy (FFT) as implemented in Middlesex County in New Jersey between 2005 and 2011. The study presents challenges and issues in evaluation falling into three main categories. Methods: The case study is based on the recollections and documented experiences of the author who was responsible for all major aspects of the evaluation including designing the study, collecting the data, and handling daily evaluation activities. Results: The author differentiated among three main categories of challenges. In respect to research design, the relative merits of experimental versus nonexperimental designs and quantitative versus qualitative research methods are discussed. The second set of issues involves developing and exercising the social competence skills necessary to form working partnerships with service providers. The third set encompasses logistical barriers encountered during daily evaluation activities. Conclusions: The challenges and lessons learned from conducting the outcome evaluation of FFT are situated within scholarly debates on evaluation research, with the goal of providing further insights into the on-the-ground implementation and process of program evaluations. The experiences, recollections and processes illustrate challenges and solutions applicable to evaluations of other family-based violence prevention interventions.

scholarly journals Case study: international healthcare service quality, building a model for cultivating cultural sensitivity

2020 ◽  
Vol 32 (9) ◽  
pp. 639-642
Author(s):  
Ya-Ting Yang ◽  
Yi-Hsin Elsa Hsu ◽  
Kung-Pei Tang ◽  
Christine Wang ◽  
Stephen Timmon ◽  
...  
Keyword(s):  
Decision Making ◽  
Shared Decision Making ◽  
Cultural Sensitivity ◽  
Medical Tourism ◽  
Service Providers ◽  
Lessons Learned ◽  
Initial Assessment ◽  
Shared Decision ◽  
New Model

Abstract Quality problem or issue In the context of medical tourism, cultural differences and language barriers are unneglectable factors, which compromise the shared decision-making between doctor and patients. Initial assessment This study constructs a cultural sensitivity cultivation (CSC) model that could be used to train medical professionals in the sector of medical tourism. Choice of solution Since 2016, there have been explorations in new strategies to offer better services. A critical step added is to include clients’ perspectives in the re-examining process as a way to cultivate cultural sensitivity among the service providers. This practice expands to the sector of medical tourism. In our case study, we are able to conclude a new model that could yield quality international healthcare services. Implementation The steps of our CSC model include (i) ‘Promote Awareness’ for shifting mindset, (ii) ‘Share Scenarios’ for developing empathy and compassion, (iii) ‘Review Process’ for collecting detail feedback, (iv) ‘Identify Gaps’ for targeting areas for improvement and (v) ‘Improve Systems,’ for changing standard operation procedures (SOPs) based on the strategies through Assmann’s theory with a cultural–anthropological approach. Evaluation After Kuang Tien General Hospital (KTGH) implemented the new model for 1 year, the number of international patients has increased by 64%. More research could be done in the future to cover all the important aspects of providing international medical services and could apply the CSC model to different healthcare settings. Lessons learned To optimize the shared decision-making between the doctor and medical traveler patients, healthcare providers should not only overcome language and cultural barriers but also should avoid unnecessary gestures in terms of status respect. Inviting patients to be co-investigator for quality improvement is a viable solution.

scholarly journals Critical Challenges to Protecting Unaccompanied and Separated Foreign Children in the Western Cape: Lessons Learned at the University of Cape Town Refugee Rights Unit

Refuge ◽  
2013 ◽  
pp. 61-76
Author(s):  
Tal Schreier
Keyword(s):  
South Africa ◽  
Child Protection ◽  
Service Providers ◽  
Lessons Learned ◽  
Policy Framework ◽  
Western Cape ◽  
Policy Frameworks ◽  
Level Of Knowledge ◽  
University Of Cape Town ◽  
The University

Despite South Africa having a relatively well developed legal and policy framework for securing the rights of children, there are a number of critical protection gaps that exist in terms of the implementation of these frameworks for unaccompanied or separated foreign children by magistrates, social workers and Department of Home Affairs’ officials in particular. This report focuses on the key challenges that the UCT Refugee Rights Unit has experienced in the protection of unaccompanied foreign children in the Western Cape province. In addition to setting out the legal and policy frameworks for dealing with foreign children in South Africa, the paper reviews some of the Unit’s cases and highlights various challenges in the course of undertakingthis work. The key protection gaps that are highlighted include difficulties with or lack of suitable entry by foreign unaccompanied or separated children into South Africa’s child care and protection system, the unclear interface between the refugee regime and the child protection regime, inability to access legal documentation, and the poor level of knowledge of the legal and protection frameworks by government and frontline service providers.

Faculty Development: A Stage Model Matched to Blended Learning Maturation

2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Michael L. Fetters ◽  
Tova Garcia Duby
Keyword(s):  
Faculty Development ◽  
Blended Learning ◽  
Lessons Learned ◽  
Technology Enhanced Learning ◽  
Stage Model ◽  
Years Of Experience ◽  
Development Programs ◽  
Curriculum Innovation ◽  
Enhanced Learning

Faculty development programs are critical to the implementation and support of curriculum innovation. In this case study, the authors present lessons learned from ten years of experience in faculty development programs created to support innovation in technology enhanced learning. Stages of curriculum innovation are matched to stages of faculty development, and important lessons for success as well as current challenges are delineated and discussed.

THE ROLE OF EDUCATION ON DISASTER PREPAREDNESS CASE STUDY OF 2012 INDIAN OCEAN EARTHQUAKES ON THAILAND’S

2018 ◽  
Author(s):  
Raya Muttarak ◽  
Wiraporn Pothisiri
Keyword(s):  
Indian Ocean ◽  
Emergency Preparedness ◽  
Disaster Preparedness ◽  
Formal Education ◽  
Disaster Experience ◽  
Individual Household ◽  
The Indian Ocean ◽  
The Individual

In this paper we investigate how well residents of the Andaman coast in Phang Nga province, Thailand, are prepared for earthquakes and tsunami. It is hypothesized that formal education can promote disaster preparedness because education enhances individual cognitive and learning skills, as well as access to information. A survey was conducted of 557 households in the areas that received tsunami warnings following the Indian Ocean earthquakes on 11 April 2012. Interviews were carried out during the period of numerous aftershocks, which put residents in the region on high alert. The respondents were asked what emergency preparedness measures they had taken following the 11 April earthquakes. Using the partial proportional odds model, the paper investigates determinants of personal disaster preparedness measured as the number of preparedness actions taken. Controlling for village effects, we find that formal education, measured at the individual, household, and community levels, has a positive relationship with taking preparedness measures. For the survey group without past disaster experience, the education level of household members is positively related to disaster preparedness. The findings also show that disaster related training is most effective for individuals with high educational attainment. Furthermore, living in a community with a higher proportion of women who have at least a secondary education increases the likelihood of disaster preparedness. In conclusion, we found that formal education can increase disaster preparedness and reduce vulnerability to natural hazards.

CASE STUDY OF INCLUSIVE EDUCATION PROGRAMME: BASIS FOR PROACTIVE AND LIFE SKILLS INCLUSIVE EDUCATION

2018 ◽  
Vol 13 (3) ◽  
pp. 19
Author(s):  
RELOJO DENNIS ◽  
JANICE PILAO SONIA ◽  
◽  
Keyword(s):  
Inclusive Education ◽  
Life Skills ◽  
Education Programme

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

Radical Subject Acceleration for Gifted Students: One School's Response

2019 ◽  
pp. 29-46
Author(s):  
Kaye Chalwell ◽  
Therese Cumming
Keyword(s):  
Gifted And Talented ◽  
Gifted Students ◽  
Subject Area ◽  
Lessons Learned ◽  
Gifted Student ◽  
Learning Needs ◽  
Mathematically Gifted ◽  
Support Students ◽  
Insight Into

Radical subject acceleration, or moving students through a subject area faster than is typical, including skipping grades, is a widely accepted approach to support students who are gifted and talented. This is done in order to match the student’s cognitive level and learning needs. This case study explored radical subject acceleration for gifted students by focusing on one school’s response to the learning needs of a ten year old mathematically gifted student. It provides insight into the challenges, accommodations and approach to radical subject acceleration in an Australian school. It explored the processes and decisions made to ensure that a gifted student’s learning needs were met and identified salient issues for radical subject acceleration. Lessons learned from this case study may be helpful for schools considering radical acceleration.

Sign in / Sign up

Export Citation Format

Share Document