Establishing Surgical Care Sustainability in Sub-Saharan Africa for Global Child Health: Insights From Pediatric Cardiac Surgical Capacity-Building Programs in Ethiopia and Côte d'Ivoire

The global surgery research team of the JW LEE Center for Global Medicine, Seoul National University College of Medicine, introduced team-based health workforce training programs for pediatric cardiac surgery in Ethiopia and Côte d'Ivoire. A team-based collaborative capacity-building model was implemented in both countries, and details of the program design and delivery were documented. The research team shared their experiences and identified achievements, lessons, and challenges for cardiac surgical interventions in Sub-Saharan Africa. Future directions were put forward to advance and strengthen the low-and middle-income countries “Safe Surgery.”

Pemantauan Pelaksanaan Asesmen Nasional Berbasis Komputer (ANBK) Sekolah Dasar Binaan Kecamatan Kopang Kabupaten Lombok Tengah Tahun 2021

The purpose of this study is to describe the monitoring of the Implementation of the Computer-Based National Assessment (ANBK) at the Kopang District Primary Schools in 2021. The research method used is a descriptive method. The research data collection techniques used were observation, interviews, and documentation. While the data analysis technique used descriptive qualitative and quantitative analysis. The results of the study indicate that in order to improve the quality and quantity of the implementation of ANBK in the future, it is necessary to: (1) Improve the competence of educators and education staff in preparing literacy and numeracy-oriented questions in each subject through workshops. (2) Capacity building of educators and education staff in implementing school digitization through IHT. (3) Increasing the provision of ANBK facilities and infrastructure by procuring at least one IT laboratory space in one school cluster through DAK. (4) Increasing the availability of computer/laptop equipment through the use of Regular/Affirmative/Performance BOS funds. (5) Capacity building of school principals in school management. (6) Increasing the capacity of school supervisors in academic supervision and managerial supervision. (7) Empowerment of KKG, KKKS and KKPS forums in completing their respective main tasks and functions.

Coordination in Planning and Implementing Professional Development Programs for Teachers: A Much-needed Component in Rural Areas

Coordination among stakeholders has been considered as a significant influential factor in providing teachers with quality Professional Development (PD) opportunities. The importance of coordination intensifies when a variety of PD providers work on the capacity building of teachers in the same region such as in some rural areas of Pakistan. The current research explored the nature of coordination among various stakeholders while designing and implementing PD programs for teachers in rural Pakistan. To achieve this aim, qualitative case study approach was used and data were generated through focused group interviews from PD providers, education managers, school leaders, and teachers. The results indicated a limited coordination among the stakeholders leading to a variety of issues such as overlapping programs, conflicting expectations from teachers, and selection of irrelevant teachers for PD. Drawing on the experience of the stakeholders who participated in this research, the paper suggests a model of coordination which the educational reformers, especially the PD providers and education managers, should consider while designing and implementing the capacity building programs for teachers.

Digital Divide Among the Tribals of Kerala

In the present society, the real apartheid is not between the racial or ethnic groups but between the ability to access and use the new modes and forms of information and communication technology. The gap between the ready availability of technology and those who do not have access to the computers and internet is called the digital divide. The society with high digital divide has social, financial, and political instability. The role of libraries as community information centers in rural and tribal regions will help to reduce the digital divide. The study identifies capacity building of rural people to make use of ICTs is crucial to solve the problem. This chapter focuses on the digital divide in the two tribal regions in Kerala, namely Kannavam and Thavainjal Panchayath, India. The quantitative comparative data of the factors affecting the digital divide, barriers for ICT access, the role of social media usage in reducing the digital divide in both the villages are quantitatively compared in this chapter.

Does Gender Really Matter in Crowdfunding Campaigns?

The research aims to understand whether gender can or not influence the success of crowdfunding (CF) campaigns. To attain this objective, entrepreneurs that launch a CF campaign in the PPL platform are surveyed in order to examine if gender influences the characteristics of the projects, the motivations and satisfaction with the campaigns, and the use of social media. The paper uses a quantitative approach, based on an online survey sent to the entrepreneurs who have used the Portuguese CF platform (PPL) for funding. The results indicate that there are no major significant gender differences in the use of CF through the Portuguese platform, the motivations for using CF or the success achieved. In both cases, social media play an essential role in CF campaigns. Only culture-related projects exhibit an association with gender. The results show that CF is a tool that can contribute to reducing the gender gap in entrepreneurship. The design of CF operations and capacity building programs for women could either be improved in accordance with the new insights of the study.

Capacity Building Pedagogy for Diverse Learners

Our phenomenological study of student teachers' perceptions of special education practices identified a gap in a general education teacher preparation program, given the inclusive model of education mandated through the IDEIA (2004). We offer a 3-tiered teaching framework for teacher preparation programs to utilize capacity building differentiated pedagogy suitable for all learners, including digital learners and students with exceptionalities. The teaching skills for capacity building pedagogy, Universal Design for Learning, and Differentiated Instruction, supported through decades of special education research, will enable the next generation of teachers to effectively serve a diverse population of students (Frey, Andres, McKeeman & Lane, 2012; Hamilton-Jones & Vail, 2013; Oyler, 2011; Shepherd, Fowler, McCormick, Wilson, & Morgan, 2016).

Organizational Resilience Capability and Capacity Building

The objective of this chapter is to analyze the implications of organizational resilience capability and capacity building and development processes and the posed challenges to its design and implementation. It is based on the conceptual and theoretical assumptions underpinning the capabilities of resilience that can be learned and designed by organizations to be implemented and applied to adverse conditions. These underlying assumptions affect the organizational resilience capabilities building. It is concluded that building and developing organizational resilience capabilities has increased the research agenda on the theoretical and conceptual literature and the notions, factors, elements, and challenges.