An Intersectionality Perspective on Rural Adolescent Access to Digital Technology in South Africa

The recent COVID-19 pandemic has brought to the fore compounding disparities in the South African education system. The world at large has suddenly been faced with the challenge of blended learning given that COVID-19 has reconstituted the traditional form of education delivery. Much emphasis has been placed on global education, yet due to compounding inequalities stemming from the effects of apartheid, the South African education system has been left further entrenched in the digital divide. It is for this reason that the authors of this chapter illuminate the lack of digital technology, its subsequent effect on adolescents in rural areas, and how it impacts on their ability to learn and compete in the global education sphere. The perspective of Intersectionality theory highlighted in this chapter is used to address the inequalities perpetuated by digital technology on adolescents in rural areas.

Hallmark of Robustness in Frugal Management Techniques

To maintain continuity of education, school management was confronted with a conflicting situation of mobilizing the student learning process and simultaneously maintaining COVID-19 protocols without having the cushion of using online medium in the village. The mission was accomplished through an extraordinary education delivery system which was non-technical, cost-effective, prudent, and still efficient that would revitalize education by using the existing village resources. This case documents how Utkramit Madhya Vidyalaya achieved this unexpected goal which illustrates how frugal techniques can be effective in any management process if the vision for work remains the centripetal force in the organization.

Remote Learning in Transnational Education: Relationship between Virtual Learning Engagement and Student Academic Performance in BSc Pharmaceutical Biotechnology

The 21st century has seen dramatic changes to education delivery which have widened the scope of transnational education and remote learning via various virtual learning environments (VLEs). Efficient remote teaching activities require students to be engaged with taught materials and academic staff, and for educators to be able to track and improve student engagement. This article describes the generation of a predictive mathematical model for students’ exam performance using VLE engagement indicators and coursework marks together to enable the creation of a model with a correlation coefficient of 0.724. This article examines the relationship of each of these variables with final exam marks, as well as the addition of personal related variable X on the generated model’s accuracy. The generated models show that each variable had a different impact on the prediction of the final exam mark. The results’ analysis suggests that coursework marks and total VLE page views were the major attributes, while personal factors were also found to greatly impact model accuracy. Considering the case of outliers, who were students with low VLE engagement achieving high exam marks, it is proposed that personal factors, such as behavioural factors and study style, also have a significant effect on student academic attainment. The generated model can be used by students to improve self-efficacy by adjusting their study style and by educators to provide early interventions to support disengaged students. This model can be replicated in different remote learning settings and transnational education, and the findings might be insightful for courses with remote learning strategies to investigate the key educational, personal and engagement parameters for students’ overall success.

Using Focus Groups to Understand Dialysis Staff Perspectives on Delivering Transplant Education

Introduction Kidney transplant education in dialysis facilities could be optimized with internet resources, like videos, but most qualitative research predates widespread availability of online video education about kidney transplantation. To improve understanding of dialysis staff transplant education practices, as well as the potential value of video, we conducted focus groups of dialysis center staff members in Buffalo, NY. Methods/Approach Seventeen focus groups (97 participants: 53 nurses, 10 dialysis technicians, 6 social workers, 6 dieticians, 7 administrative personnel, 2 trainees, and 1 insurance coordinator) from 8 dialysis facilities in Buffalo, NY, were conducted, audio-recorded, transcribed, and analyzed. After thematic data analysis, a diverse patient and caregiver community advisory board was invited to comment, and their voices were integrated. Findings: Five key themes were identified that captured barriers to transplant education delivery and how online video could be a facilitator: (1) delivery of transplant education was reliant on one person, (2) other dialysis staff had time to answer transplant questions but felt uninformed, (3) patient lack of interest in existing supplementary transplant education, (4) patient disinterest in transplantation education was due to education timing, feeling overwhelmed, and transplant fear/ambivalence, and (5) video education could be flexible, low effort, and spark transplant interest. Study limitations are potential selection bias and inclusion of English-speaking participants only. Discussion Dialysis staff barriers of time, insufficient knowledge, and limited resources to provide education to patients and their care partners may be mitigated with online educational videos without increasing staff workload.

Development of an Acehnese Value-Based Education Implementation Model at SMK Negeri 7

The values of Islamic character should be the spirit that colors all aspects of education, both in classroom-based learning, the climate of school life, as well as in the context of interaction with community life in general, integrated into learning starting from planning, implementing, and evaluating according to the characteristics Basic Competence. Learning in vocational schools needs to be designed according to the demands of the curriculum in an effort to instill Acehnese values through production-based training/production-based education and training and Islamic edutechnopreneur learning practices. The objectives of this research are to: 1) Develop a model of education implementation based on Acehnese values through the Islamic Edutechnopreneur model; 2) Testing the quality of the education delivery model; and 3) Analyzing teacher and student responses to the Acehnese values-based education model through the Islamic Edutechnopreneur model that has been developed at SMK Negeri 7 Lhokseumawe. This study uses the Research and Development method. The importance of this research is because vocational and school teachers really need a model of Islamic edutechnopreneur-based education and its implementation in school life. The results showed that the success of the Edutechnopreneur production unit at SMK Negeri 7 Lhokseumawe really depends on the management applied in the school. Therefore, it is important to strengthen SMK management so that Islamic Edutechnopreneur production units can be developed in an effort to strengthen the competitiveness of graduates. Teachers are an important resource, involve teachers in various trainings that enable them to develop in mastery of competencies and achieve increased insight and entrepreneurial skills.

Factors affecting postpartum infection: A systematic review

Background: Puerperal infection is used to describe any bacterial infection of the reproductive tract after delivery. Identifying the factors affecting postpartum infections can reduce the risk and complications of such factors and postpartum maternal mortality. Objective: This structured study was designed to evaluate factors affecting postpartum infections. Methods: In this study, after selecting Scopus, PubMed, SID, and Web of Science electronic databases, all observational studies (cohort and case-control) available and published in Farsi and English to investigate factors affecting postpartum infections were searched. The search was performed using the terms postpartum, infection, wound infection, puerperium, reason, risk factor, and their equivalent Persian words from 2010 to November 2019 regardless of publication status. Results: Out of the 3227 studies obtained, 19 were reviewed after removing irrelevant articles, duplicates (shared in databases), and animal samples. Age, level of education, delivery method, presence of episiotomy, anemia due to postpartum hemorrhage, interventions and manipulations during childbirth, prenatal hygiene, Povidone Iodine usage before delivery to wash the vagina, antibiotic prevention, increased labor duration, obesity, and the presence of bacteria were common symptoms affecting postpartum infection. Conclusion: In this study, the factors affecting postpartum infection have been identified, some of which are avoidable. Identifying these factors helps reduce postpartum infections and their complications.

Lessons learnt from transitioning to online mentoring and learning at university during COVID-19 for adults with intellectual disability

Background: COVID-19 influenced education delivery worldwide. The Up the Hill Project (UTHP), a university mentoring program in Australia for people with intellectual disability, transitioned from a face-to-face to online format during 2020. Results: The experience of transitioning online for one semester (12-week period) had positives and challenges associated with it. The UTHP Coordinator reported initial doubts for the online mode and identified the importance of at home support. However, the experience has opened up avenues for future program practices, such as intake processes and increased flexibility. From the participants’ perspective, the online experience supported participants to develop new technology skills. However, challenges were that participants needed support, and missed face-to-face contact. Conclusion: Online mentoring in the UTHP had challenges, but has also supported continuation of university programs. Lessons learnt will influence the development of the UTHP in some capacity into the future.

The PRIDE Project: Assessing the Regional Approach to Basic Education Delivery

<p>The PRIDE Project was conceived as a way to bolster the awareness, coordination and delivery of basic education in the Pacific region. The project‟s mandate was to enhance the capacity of Pacific education agencies to effectively plan and deliver quality basic education through formal and non-formal means. The project focused on the provision of technical assistance as well as support and advice to build national capacities through three key areas. First, the development of effective and realistic education strategic plans, secondly the implementation of plans (through sub-project activities) and thirdly sharing best practice through online networks, a resource centre and regional and sub- regional workshops. In total the project received €8 million from the European Union Development Fund and NZD$5 million from NZAID.1 2 The project‟s concept was developed by Pacific Ministers of Education who believed many past educational aid initiatives had not delivered successful, relevant or sustainable results. PRIDE was therefore established as a project that would be housed and operated from within the Pacific region. Being based out of the University of the South Pacific in Suva, Fiji, the project wanted to utilise and foster Pacific capacity, knowledge and ownership as much as possible. This thesis will explore The PRIDE Project‟s activities within the region. Discussion will focus on why the mandate of sector planning was chosen, and how it has many similarities to sector wide approaches. Investigation into PRIDE within the Solomon Islands will demonstrate that the project had an overoptimistic mandate which struggled to make any considerable achievements in the everyday delivery of basic education. The regional dynamics of this project will be analysed against local priorities and agendas, ultimately showing that they can sit uncomfortably next to each other. Discussion will highlight how ideas of complete Pacific ownership will continue to be a challenge for the region as capacity and infrastructure is limited. In addition, development projects need to move beyond top level sector planning to implementation and delivery if any significant changes to education provision are to be made.</p>

The PRIDE Project: Assessing the Regional Approach to Basic Education Delivery

<p>The PRIDE Project was conceived as a way to bolster the awareness, coordination and delivery of basic education in the Pacific region. The project‟s mandate was to enhance the capacity of Pacific education agencies to effectively plan and deliver quality basic education through formal and non-formal means. The project focused on the provision of technical assistance as well as support and advice to build national capacities through three key areas. First, the development of effective and realistic education strategic plans, secondly the implementation of plans (through sub-project activities) and thirdly sharing best practice through online networks, a resource centre and regional and sub- regional workshops. In total the project received €8 million from the European Union Development Fund and NZD$5 million from NZAID.1 2 The project‟s concept was developed by Pacific Ministers of Education who believed many past educational aid initiatives had not delivered successful, relevant or sustainable results. PRIDE was therefore established as a project that would be housed and operated from within the Pacific region. Being based out of the University of the South Pacific in Suva, Fiji, the project wanted to utilise and foster Pacific capacity, knowledge and ownership as much as possible. This thesis will explore The PRIDE Project‟s activities within the region. Discussion will focus on why the mandate of sector planning was chosen, and how it has many similarities to sector wide approaches. Investigation into PRIDE within the Solomon Islands will demonstrate that the project had an overoptimistic mandate which struggled to make any considerable achievements in the everyday delivery of basic education. The regional dynamics of this project will be analysed against local priorities and agendas, ultimately showing that they can sit uncomfortably next to each other. Discussion will highlight how ideas of complete Pacific ownership will continue to be a challenge for the region as capacity and infrastructure is limited. In addition, development projects need to move beyond top level sector planning to implementation and delivery if any significant changes to education provision are to be made.</p>