Academic literature on the topic 'College of Technical and Further Education'

Purpose The purpose of this paper is to report the findings of a joint study carried out with groups of colleges in England and technical and further education (TAFE) institutes in Australia. It looks at the factors which promote the delivery of higher technical skills and the infrastructure arrangements that are needed for success. It relates these to the debate concerning the promotion of higher and degree apprenticeships (HAs and DAs) in England. Design/methodology/approach The report is derived from a series of interviews with college and TAFE staff. A policy comparison is also included to provide context. Findings The outcome of the study suggests that similar factors affect the decision to offer, pursue and contribute to the development of higher technical skills in both countries. HAs and DAs are an English construct and the experience of colleges involved in HAs adds a valuable contribution to discussions surrounding the marketing and delivery of DAs. The Australian decision not to pursue either structure encourages reflection on what it is that governments are trying to achieve and what lessons can be learned from their approach. Research limitations/implications The study was carried out within the non-university sector in both countries. Colleges and TAFE institutes are more likely to offer practice-based higher education (HE), have teaching staff with industry backgrounds and have long-established engagement with employers that may be found within universities. The paper was therefore written from a distinctive environment. However, it is likely that the issues identified apply to universities and private providers of HE as much as to colleges and TAFEs. Practical implications The findings suggest that developing HAs or DAs should not be seen merely as just another marketing opportunity. The hybrid nature of both structures requires a holistic approach to delivery on the part of institutional leaders that leads to significant overhaul of internal communications networks, quality assurance schemes and staff development. Originality/value The paper is one of relatively few published documents which focus on the role of dual sector colleges and TAFE institutes in the delivery of HE and higher technical skills. It offers insight into how government pressure for a particular style of HE, deemed necessary for the national economic interest of both countries, can be made into a reality. By using the expertise that already exists within the college and TAFE sectors and their established links with employers, more effective changes can be made at a faster pace.

Alternatives to the traditional four-year public and private university include a sector of higher education that offers a more advanced curriculum than secondary school and serves as a local and often lower-cost pathway that gives options for university overflow for adult learners, displaced workers, life-long learners, workforce learners, developmental learners, and non-traditional learners (Raby and Valeau 2009). These institutional types are known by several names including College of Further Education, Community College, Polytechnic, Technical College, and Technical and Further Education (TAFE) and are found on all continents. Based on a literature review of 1,083 academic publications these institutions share a mission that views educational access as necessary for growing the economic and social capital that is needed to help students improve lives. Central to this mission is the belief that any amount of post-secondary education is life-enhancing, regardless of length of study or level of completion. This article examines application of this mission at community colleges and global counterparts throughout the world.

This research work investigated the attitude of students towards Students’ Industrial Work Experience Scheme (SIWES) using the descriptive survey research design. The research was conducted among undergraduates students of the Kogi State College of Education (Technical), Kabba, 40 students were randomly sampled from the school of Vocational and school Technical education. The instrument was the questionnaire in likert type response format; Strongly Agree (5), A =Agree (4), U= Undecided (3), DA= Disagree (2), and SD =Strongly Disagree (1). the research questions were analyzed using the mean rating, and the findings are that: School equipment were not found replicating those in the industries, the schools lack adequate infrastructures that discouraged students further in showing concern for industry’s based training, Knowledge of I.T was found to be valuable in giving students an idea of industrial management and SIWES enhance student’s ability to tackle technical problems. It was observed that student attitude toward SIWES has improved over time, regardless of challenges on ground. It was however recommended that ITF should ensure regular visitation of the IT officers to supervisors, agencies, institution, employers and students on attachment. Also, checking of log –book issued to students at place of attachment by institutions is recommended so that the average vocational students can develop a good sense of work commitment.

The main thrust of this research is to measure the relative technical efficiency of the six (6) colleges of San Pedro College from school year 2004-2014. The technical efficiency of the academic units can be derived based on its ability to produce the optimum number of output (number of research outputs, number of graduates, and number of community extension conducted) based on a given set of inputs (budget allocation and ratio of the full-time and part-time faculty) using data envelopment analysis. The Nursing/Respiratory Therapy Department is consistent as the highest for the ratio of full-time to part-time faculty while the lowest ratio was observed by Medical Laboratory Sciences Department in 2016, Arts and Sciences in 2015 and Accounting and Business in 2014. In terms of technical efficiency, all departments are technically-efficient during 2014. The Nursing/Respiratory Therapy Department, Physical Therapy Department and Medical Laboratory Sciences Department did not obtain 100% efficiency. In 2016, only the Accounting and Business Management Department did not obtain full technical efficiency score. Further, using the Tobit model, the age of the department, number of baccalaureate teachers, proportion of faculty members with doctorate degree with those who are masters’ degree holders, and the dean’s qualification were found to be insignificant as sources of inefficiency.

This paper investigates how personality education can be improved among technicians in Korea, proposing a methodology for improving personality education of technicians of Korea Polytechnics. The personality education course for technicians is implemented to improve and reinforce the current liberal arts education in Korea Polytechnics. The methodology proposed in this study includes comparing the personality education at Korea Polytechnics with that of other junior colleges. Furthermore, it included selecting the best volunteer club at college, participating in technical volunteer work abroad, awarding best readers at college, and introducing the best teaching program for enhancing student motivation in the English class. Based on the findings of implementing this methodology, the study recommends nine suggestions for improving personality education, drawing on four case studies from two campuses of Korea Polytechnics, Further research is required in this field before implementing these recommendations.

In this fast-changing and globalized world, English study is more and more important for Chinese college students. Nevertheless, the differences between English and Chinese and the influence of mother tongue have caused great trouble in English study of Chinese college students, especially vocational college students. Among the problems, Chinglish is the most serious one which hinders them in making progress in English study. The author has carried out a study in Leshan Vocational and Technical College about vocational college students’ Chinglish problem. Hopefully, the paper is to help vocational college students to avoid Chinglish and further to provide some advice for English teaching and learning in colleges and universities, on the basis of the findings of the study like the types and causes of Chinglish.

The purpose of the research was to discover the views of three groups of International students who were undertaking their Higher Education (HE) in a publicly-funded college, rather than a university setting. A comparative survey was undertaken by International students attending an American Community College, an Australian Technical and Further Education Institute and a group of English colleges which offer Higher Education. All three groups were satisfied with their provision. The college setting was perceived to offer higher levels of support than would have been available at a university, plus enhanced employability prospects and lower fees than those charged by a university. The status of an Australian, English or American HE qualification was important, as was the reputation of their particular college. The market for International students is highly competitive and largely driven by universities. The English experience suggests that colleges should focus on the marketing of specialist courses. In all cases, the fact that teaching staff were primarily teachers, rather than researchers was highly valued by respondents, as was their currency in their subject. However, there were strong feelings about value for money and the ability to engage with Home students and wider Australian, British or American culture. International students choose to study abroad because they want to broaden their own horizons and learn more about other cultures: many respondents found these opportunities to be limited. In order to help address this, an International student recruitment Checklist for senior college staff is presented as part of the research findings. Keywords: Higher Education, International students, colleges, value-for-money.

The article raises the issue of readiness for teaching in the Ukrainian Technical College of specialists who do not have pedagogical education. It is determined that the motivating factor is an important factor influencing the work of a young teacher, the formation and development of future professionals, and the problem of determining the readiness of a specialist with engineering education to teach, his motivation for a new activity, ability to acquire knowledge and skills is extremely relevant and needs attention from the head of scientific and methodological work. It is proposed to introduce the primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence on teachers of special disciplines of the technical college, which will determine the types of teachers, taking into account the level of their motivation for teaching. The algorithm of application of methods, including author’s, is considered, methodical recommendations concerning their application, calculation, use of results of research are given. It is concluded that the application of primary scientific and diagnostic development of the mechanism of differentiated psychological and pedagogical influence in the technical college will help to adjust group and individual scientific and methodical work with beginning teachers and teaching staff as a whole, to plan further stages of development of psychological and pedagogical competence.

The Community Options Program Employment (COPE) Project, was initiated in October 1985 by the Consultant for Students with Intellectual and/or Physical Disabilities at Blacktown College of TAFE (New South Wales Department of Technical and Further Education). It is a cooperative program in on-site training and competitive employment support, for workers with an intellectual disability.

This article contributes to the debate on the efficacy of traditional forms of education versus vocational training. The effects of technical education (leading to an engineering degree or diploma) and vocational training in engineering on the performance of Indian firms are analysed using regression models based on the Cobb–Douglas production function, enhanced to incorporate education and training. Instrumental variable approach is used to establish the direction of causality. It is found that that when a larger share of workers in a particular sector has a college or university-level technical education or vocational education in technical fields, there is a positive impact on firm performance in those sectors. Further, higher education in a general field seems to consistently benefit the organised manufacturing sector, while some levels of school education appear to benefit the unorganised sectors. JEL codes: I-23; L-60; M-53

The provision of vocational education and training is largely provided by the Technical and Further Education (TAFE) colleges and institutes, which have been established throughout Australia. All of these colleges and institutes are the responsibility of the respective State governments and are generally considered by those governments as strategic instruments of government particularly in regard to the preparation of people for employment and addressing deficiencies within the workforce. As more emphasis has been placed upon government entities to be more entrepreneurial and corporate in their outlook, pressures for reform of the TAFE sector have also increased. These pressures have included changes to funding arrangements, increased compliance regimes and a freeing of the training delivery to encourage the establishment of private providers. This thesis explores how Chief Executive Officers and Middle Level Managers within the TAFE environment are responding to those challenges. Forty-seven senior TAFE managers are interviewed to ascertain their perspectives on the community and government expectations of TAFE and how they believe TAFE is reacting to these challenges. Resulting from the research has been the emergence of entrepreneurship in TAFE. The notion of entrepreneurship in TAFE seems to capture a sense of change, a sense of emerging vibrance, and is often used to describe innovation and risk taking within the TAFE environment. The word entrepreneurial, entrepreneurialism, entrepreneurship and other derivations of the word are loosely employed by TAFE personnel to describe particular phenomenon within TAFE. Within this thesis the treatment of entrepreneurship as a definitive concept is recognised as problematic and it is therefore treated in a way that aligns to the TAFE environment and not necessarily as defined by traditional entrepreneurial theory.
The resulting research has found that TAFE leaders are working in an environment that has a multiplicity of expectations and demands that challenge the leadership of TAFE. The research finds that many of the TAFE leaders strive to act entrepreneurially whilst attempting to manage an environment that is constrained by its policy frameworks, industrial relations requirements, funding arrangements and national and state compliance frameworks. The research questions whether governments should provide TAFE with greater capacity to act entrepreneurially; governments might, as a result be rewarded through greater achievements from the TAFE sector. While the research points to a number of highly successful leaders and leadership practices in TAFE it has also found that many leaders seem to rely upon intuitiveness and past experience to lead within their environments. Finally the research posits a framework for leadership within TAFE where the leadership styles of emotional intelligence, path-goal and leader-member exchange (LMX) are merged and integrated to provide a comprehensive quality leadership framework that will achieve positive outcomes: A framework that seeks to provide a practical guide to future leadership training and development in TAFE. In addition to the leadership framework the research has identified a number of intrinsic transformational drivers and extrinsic transformational drivers, which contribute to the success of leadership in TAFE and similarly a number of impediments, which restrict TAFE leaders.

This field study examines the comparative effectiveness of traditional and humanistic teaching methods. In part I the origins of humanistic teaching and their relationship to Gestalt therapy are considered. The influence of Humanistic education adult learning theory is also discussed. Part I concludes with an assessment of humanistic teaching. Part II: To measure the comparative effectiveness of the humanistic and traditional teaching methods, three groups of first year students in General English classess in a College of Technical and Further Education were selected. The effectiveness was measured in terms of differences in 1. Self-esteem. 2. Spelling Ability. 3. Attrition rates. 4 Academic Results. It can be concluded that there is: No difference in measures of self-esteem between groups, on the basis of the teaching method used. A large increase in the measure of self-esteem was observed in one of the groups that was taught with humanistic teaching strategies. Spelling measures showed no significant changes in any of the groups. Attrition rates were significantly reduced in groups that received humanistic teaching. Academic results of students completing the course showed no significant differences.

The purpose of this study was to investigate the roll played by Further Education and Training Colleges in delivering education in South-Africa, with specific reference to technical education. As technology developed, the need for well trained artisans also increased. Technical Colleges have helped in addressing that need by increasing the theoretical knowledge of apprentices and artisans. With the political changes in South-Africa, came changes in education. Technical Colleges changed to Further Education and Training Colleges, and with that the purpose of these institutions. No longer will supplementary theoretical training be done at Technical Colleges, instead complete trade training will be done at Further Education and Training Colleges. This study has shown some problems with this new approach that need to be addressed before Further Education and Training Colleges can take their place in the provision of quality education in South -Africa.
Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2008.

This study examines the reasons for student withdrawal from the Accounting Certificate Course at Woden TAFE College during the period 1981 to 1984 inclusive. The investigation concerns students enrolled in a demanding, four year course, which leads to a para-professional qualification including (subject to practical experience) registration with the Tax Agents Registration Board. A 100% survey was made of all students, both withdrawn and continuing for the relevant period. Students are adults, mostly between the ages of 20 to 50. Attrition rates in the early stages of the course were found to be very high, and reasons established were related to a variety of causes, including personal reasons. Follow up interviews by telephone were carried out and these showed no new trends from the results of the questionnaires. The main reasons for attrition within the control of the college, seemed to be related to inaccurate student perceptions of, and expectations from the course. The major recommendations and implications arising from the study suggest that counselling be given greater prominence at the time of enrolment. There is also a case for timetabling to include day classes at times and venues most beneficial for students. Another outcome of the investigation suggests that closer liaison be developed between the college, industry and commerce. An important issue which became evident from this research focused on staff development and the need for administrators and teachers to further their educational leadership knowledge and skills to provide the best possible service for students.

This field study discusses curriculum evaluation in technical and further education in Australia and the Australian Capital Territory. The study has been developed to include a case study of evaluation undertaken at the Bruce College of Technical and Further Education. The case study forms an integra1 part of the field study and provides the focus for discussion of evaluation standards developed by Stufflebeam and others (joint Committee, 1981) for evaluation and meta-evaluation. The standards suggested by the Joint Committee (1981) were applied to the case study to examine the value of the case study itself as a form of a meta-evaluation, together with the advantages and limitations of the standards themselves. Following this analysis a modified list of standards has been prepared for application in the TAFE sector.

Reports and consultative documents published at national level since about 1980 have indicated that British Industry must look to modern technology and also educate and train its workers on a 'broad base', with an 'integrated' approach. Traditionally, and still very much the mode of operation, teaching has been confined within subject boundaries. A research group was established by Professor Bajpai consisting of the author, Mr Rod Bond (Burleigh Community College, Loughborough) and a few others working overseas to investigate a teaching strategy based on an interrelated approach to teaching mathematics. Measurement was chosen as the first topic of investigation using this approach which then formed the basis for further research undertaken by the two research workers of the group whose work is reported in the form of two theses. This thesis aims to show that mathematics is naturally related to science and technology in industrial practice and that when taught in an interrelated way it would be more interesting and have more relevance to real applications in technology-based employment at craft and technician levels. To help establish the case experiments carried out by the author are referred to; these include a few case studies, a questionnaire survey and results analysed from more than five hundred basic mathematics tests. The various kinds of mathematics taught in further education are described and compared with mathematics in a practical context as seen from a case study within an engineering training school. Next a survey of mathematics at work shows that, like the training school, there is a task associated with the mathematics which is also related to science or technology or both. Another case study in the pharmaceutical industry lends further support to the way mathematics is used in industry. Much of the mathematics also seems to be basic and used in association with measurement and a particular task. It was decided by the research group that a tape/slide programme on measurement for students and educators should be developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the interrelated approach were constructed for students with strong support from industry in the form of materials and advice. Testing of these modules, in their original and revised forms after feedback, is described. These trials were also carried out in other establishments. Modules based upon the interrelated approach developed by the author formed a basis for promoting the underlying philosophy behind this approach. These were presented to educators in in-service training and staff development programmes in the north western region of the UK with success. Observations and conclusions drawn clearly indicate that this type of method makes mathematics more interesting and relevant for students of different abilities and backgrounds. Finally pointers are given in the thesis as to the wider use and promotion of this approach for teaching mathematics in further education.

The Engineering Challenge for the 21st Century Program was initially based on concepts from the Transferable Integrated Design Engineering Education (TIDEE) model. The TIDEE model was developed in the mid 1990s to focus on continuous improvement of engineering design education. The primary thrust of the TIDEE model focuses on team-based activities that allow students to effectively develop the necessary skills to become qualified, productive, and successful engineers and technologists of the future. The Engineering Challenge Program focuses on project based learning in a team environment and targets two important educational groups: underrepresented students as well as faculty from high schools and community colleges in Connecticut. In order to further develop the students’ interpersonal and organizational skills, the Engineering Challenge Program expands on the TIDEE model through development of technical writing and professional skills including project management, teamwork skills, understanding behavioral diversity using DISC behavioral profiles, and personal accountability. Interdisciplinary teams of high school teachers and college faculty work with a CT-based management consultant group to deliver the program by “teaching teachers” effective methods to assess and coach teamwork in the classroom and labs. The Engineering Challenge Program has impacted over 250 students composed of high school and undergraduate students from community colleges and to a lesser degree four-year universities. By targeting underrepresented student participants, the program has been effective in engaging its participants in pursuing education and careers in STEM-related disciplines. Approximately 35% of the participants have been females and 53% of the participants’ non-Caucasian.

The expanding role of English as an international lingua franca has had considerable effects on higher education (HE) provision around the world. English has become the medium of choice for African HE, and its position as a medium of instruction in the Europe and Asia is strengthening (Coleman, 2006; HU, 2009). English-medium tertiary education is also commonplace in the Middle East including the United Arab Emirates (UAE), the context of the present study, where the vast majority of courses at university-level are conducted in English (Gallagher, 2011). The increasing use of English-medium programs presents particular challenges for content-area faculty who are in effect called upon to provide disciplinary instruction to students who may not be adequately language proficient. Furthermore, discipline-specific faculty may find themselves sharing responsibility to further develop their students’ English language proficiency. Information technology related schools face unique challenges. A significant majority of IT faculty come from computer science/engineering backgrounds and speak English as a second or third language. Most courses emphasize the development of technical skills and afford relatively few opportuni-ties for writing assignments. While exploratory in nature, the study proposes to identify and evaluate practices that can help IT colleges better develop their students’ proficiency in English.

Aim/Purpose: This paper provides the results of the preliminary analysis of the findings of an ongoing study that seeks to examine the social media use, cultural and political awareness, civic engagement, issue prioritization, and social activism of Gen Z students enrolled at four different institutional types located in the Mid-Atlantic region of the United States. The aim of this study is to look at the group as a whole as well as compare findings across populations. The institutional types under consideration include a mid-sized majority serving or otherwise referred to as a traditionally white institution (TWI) located in a small coastal city on the Atlantic Ocean, a small Historically Black University (HBCU) located in a rural area, a large community college located in a county that is a mixture of rural and suburban and which sits on the border of Maryland and Pennsylvania, and graduating high school students enrolled in career and technical education (CTE) programs in a large urban area. This exploration is purposed to examine the behaviors and expectations of Gen Z students within a representative American region during a time of tremendous turmoil and civil unrest in the United States. Background: Over 74 million strong, Gen Z makes up almost one-quarter of the U.S. population. They already outnumber any current living generation and are the first true digital natives. Born after 1996 and through 2012, they are known for their short attention spans and heightened ability to multi-task. Raised in the age of the smart phone, they have been tethered to digital devices from a young age with most having the preponderance of their childhood milestones commemorated online. Often called Zoomers, they are more racially and ethnically diverse than any previous generation and are on track to be the most well-educated generation in history. Gen Zers in the United States have been found in the research to be progressive and pro-government and viewing increasing racial and ethnic diversity as positive change. Finally, they are less likely to hold xenophobic beliefs such as the notion of American exceptionalism and superiority that have been popular with by prior generations. The United States has been in a period of social and civil unrest in recent years with concerns over systematic racism, rampant inequalities, political polarization, xenophobia, police violence, sexual assault and harassment, and the growing epidemic of gun violence. Anxieties stirred by the COVID-19 pandemic further compounded these issues resulting in a powder keg explosion occurring throughout the summer of 2020 and leading well into 2021. As a result, the United States has deteriorated significantly in the Civil Unrest Index falling from 91st to 34th. The vitriol, polarization, protests, murders, and shootings have all occurred during Gen Z’s formative years, and the limited research available indicates that it has shaped their values and political views. Methodology: The Mid-Atlantic region is a portion of the United States that exists as the overlap between the northeastern and southeastern portions of the country. It includes the nation’s capital, as well as large urban centers, small cities, suburbs, and rural enclaves. It is one of the most socially, economically, racially, and culturally diverse parts of the United States and is often referred to as the “typically American region.” An electronic survey was administered to students from 2019 through 2021 attending a high school dual enrollment program, a minority serving institution, a majority serving institution, and a community college all located within the larger mid-Atlantic region. The survey included a combination of multiple response, Likert scaled, dichotomous, open ended, and ordinal questions. It was developed in the Survey Monkey system and reviewed by several content and methodological experts in order to examine bias, vagueness, or potential semantic problems. Finally, the survey was pilot tested prior to implementation in order to explore the efficacy of the research methodology. It was then modified accordingly prior to widespread distribution to potential participants. The surveys were administered to students enrolled in classes taught by the authors all of whom are educators. Participation was voluntary, optional, and anonymous. Over 800 individuals completed the survey with just over 700 usable results, after partial completes and the responses of individuals outside of the 18-24 age range were removed. Findings: Participants in this study overwhelmingly were users of social media. In descending order, YouTube, Instagram, Snapchat, Twitter, Facebook, Pinterest, WhatsApp, LinkedIn and Tik Tok were the most popular social media services reported as being used. When volume of use was considered, Instagram, Snapchat, YouTube and Twitter were the most cited with most participants reporting using Instagram and Snapchat multiple times a day. When asked to select which social media service they would use if forced to choose just one, the number one choice was YouTube followed by Instagram and Snapchat. Additionally, more than half of participants responded that they have uploaded a video to a video sharing site such as YouTube or Tik Tok. When asked about their familiarity with different technologies, participants overwhelmingly responded that they are “very familiar” with smart phones, searching the Web, social media, and email. About half the respondents said that they were “very familiar” with common computer applications such as the Microsoft Office Suite or Google Suite with another third saying that they were “somewhat familiar.” When asked about Learning Management Systems (LMS) like Blackboard, Course Compass, Canvas, Edmodo, Moodle, Course Sites, Google Classroom, Mindtap, Schoology, Absorb, D2L, itslearning, Otus, PowerSchool, or WizIQ, only 43% said they were “very familiar” with 31% responding that they were “somewhat familiar.” Finally, about half the students were either “very” or “somewhat” familiar with operating systems such as Windows. A few preferences with respect to technology in the teaching and learning process were explored in the survey. Most students (85%) responded that they want course announcements and reminders sent to their phones, 76% expect their courses to incorporate the use of technology, 71% want their courses to have course websites, and 71% said that they would rather watch a video than read a book chapter. When asked to consider the future, over 81% or respondents reported that technology will play a major role in their future career. Most participants considered themselves “informed” or “well informed” about current events although few considered themselves “very informed” or “well informed” about politics. When asked how they get their news, the most common forum reported for getting news and information about current events and politics was social media with 81% of respondents reporting. Gen Z is known to be an engaged generation and the participants in this study were not an exception. As such, it came as no surprise to discover that, in the past year more than 78% of respondents had educated friends or family about an important social or political issue, about half (48%) had donated to a cause of importance to them, more than a quarter (26%) had participated in a march or rally, and a quarter (26%) had actively boycotted a product or company. Further, about 37% consider themselves to be a social activist with another 41% responding that aren’t sure if they would consider themselves an activist and only 22% saying that they would not consider themselves an activist. When asked what issues were important to them, the most frequently cited were Black Lives Matter (75%), human trafficking (68%), sexual assault/harassment/Me Too (66.49%), gun violence (65.82%), women’s rights (65.15%), climate change (55.4%), immigration reform/deferred action for childhood arrivals (DACA) (48.8%), and LGBTQ+ rights (47.39%). When the schools were compared, there were only minor differences in social media use with the high school students indicating slightly more use of Tik Tok than the other participants. All groups were virtually equal when it came to how informed they perceived themselves about current events and politics. Consensus among groups existed with respect to how they get their news, and the community college and high school students were slightly more likely to have participated in a march, protest, or rally in the last 12 months than the university students. The community college and high school students were also slightly more likely to consider themselves social activists than the participants from either of the universities. When the importance of the issues was considered, significant differences based on institutional type were noted. Black Lives Matter (BLM) was identified as important by the largest portion of students attending the HBCU followed by the community college students and high school students. Less than half of the students attending the TWI considered BLM an important issue. Human trafficking was cited as important by a higher percentage of students attending the HBCU and urban high school than at the suburban and rural community college or the TWI. Sexual assault was considered important by the majority of students at all the schools with the percentage a bit smaller from the majority serving institution. About two thirds of the students at the high school, community college, and HBCU considered gun violence important versus about half the students at the majority serving institution. Women’s rights were reported as being important by more of the high school and HBCU participants than the community college or TWI. Climate change was considered important by about half the students at all schools with a slightly smaller portion reporting out the HBCU. Immigration reform/DACA was reported as important by half the high school, community college, and HBCU participants with only a third of the students from the majority serving institution citing it as an important issue. With respect to LGBTQ rights approximately half of the high school and community college participants cited it as important, 44.53% of the HBCU students, and only about a quarter of the students attending the majority serving institution. Contribution and Conclusion: This paper provides a timely investigation into the mindset of generation Z students living in the United States during a period of heightened civic unrest. This insight is useful to educators who should be informed about the generation of students that is currently populating higher education. The findings of this study are consistent with public opinion polls by Pew Research Center. According to the findings, the Gen Z students participating in this study are heavy users of multiple social media, expect technology to be integrated into teaching and learning, anticipate a future career where technology will play an important role, informed about current and political events, use social media as their main source for getting news and information, and fairly engaged in social activism. When institutional type was compared the students from the university with the more affluent and less diverse population were less likely to find social justice issues important than the other groups. Recommendations for Practitioners: During disruptive and contentious times, it is negligent to think that the abounding issues plaguing society are not important to our students. Gauging the issues of importance and levels of civic engagement provides us crucial information towards understanding the attitudes of students. Further, knowing how our students gain information, their social media usage, as well as how informed they are about current events and political issues can be used to more effectively communicate and educate. Recommendations for Researchers: As social media continues to proliferate daily life and become a vital means of news and information gathering, additional studies such as the one presented here are needed. Additionally, in other countries facing similarly turbulent times, measuring student interest, awareness, and engagement is highly informative. Impact on Society: During a highly contentious period replete with a large volume of civil unrest and compounded by a global pandemic, understanding the behaviors and attitudes of students can help us as higher education faculty be more attuned when it comes to the design and delivery of curriculum. Future Research This presentation presents preliminary findings. Data is still being collected and much more extensive statistical analyses will be performed.

We examine how establishing a competitive Joint Rail Conference Grand Challenges Initiatives can harness the potential of college and possibly high school students to develop solutions or new insight into technical and safety problems plaguing the rail industry, including safety. The rail industry has tended to solve issues internally. However, solutions can often be found in other industries that are either similar or have faced similar concerns. For example, the immediate predecessor of Positive Train Control (PTC), the Advanced Railroad Electronics System (ARES), was conceived in the mid 1980’s by then Burlington Northern Railroad (BN) CEO Richard Bressler, who had read how flight safety and efficiency had been improved by air traffic control systems and avionics developed by Rockwell Collins for the Boeing 757 and 767 aircraft. The information age has further increased the potential for sparking innovation as ideas can spread literally overnight via the internet. Some of the most talented and creative problems solvers are college and high school students, who have been greatly enabled by the “democratization” of information that has given them access to knowledge and skills as never before. Teens can learn nearly any skill watching reputable online videos or even “attend” classes offered by top universities around the world simply using a smart phone or tablet. This has prompted educators like Michigan Tech’s Dr. Pasi Lautala and other to develop extensive online rail educational resources to spark interest in the industry. However, simply passing on information has its limitation, which is why initiatives like the Grand Challenges, and Engineers without Borders have been instrumental in harnessing students to examine key global challenges in engineering, energy, and health care. Moreover, these initiatives have encouraged many students to pursue careers in those fields, even in low- and medium-income countries. For example, in 2012, a high school sophomore developed a new method to detect pancreatic cancer that is quick to administer and detects the disease much more quickly than previous methods, allowing much better chances for successful treatment. We will examine how establishing a competitive JRC Grand Challenges Initiatives can harness the potential of college and possibly high school students to develop solutions or establish new insight into technical and safety problems plaguing the rail industry, including safety. In addition, it will look at how developing a dialog among the rail industry, including the Class 1 railroads, students, and academia can encourage a more top notch, talented students to consider careers in the rail industry.

Aim/Purpose: To update a 2010 study that recommended “rules of thumb” for more effective use of PowerPoint in the post-secondary business classroom. The current study expanded the focus to include the business classroom in India as well as the US and examined possible shifts in student perception of the utility of PowerPoint among Generations Y and Z. Background: The study examined students’ perception of the learning utility of PowerPoint in post-secondary business classrooms in the US and India and the relationship of the use of PowerPoint to course ratings. Methodology: Surveys were distributed in post-secondary business classrooms in India and the US in 2018 and early 2019, resulting in 92 completions from India and 127 from the US. Separately 50 student course evaluations from the same US college were compared to the use of slides as well as to their conformance to the “rules of thumb” for effectiveness established earlier and other measures of quality. Contribution: These results show how PowerPoint is viewed by post-secondary business students in India and the US and its perceived utility as a learning tool for Generations Y and Z. Findings: Most post-secondary business students (80%) found PowerPoint an effective learning tool, but only 21% of the business classes examined used it. US students were more positive than Indian ones, who were more likely to say PowerPoint is overused. There was no difference in student course evaluations between those that had slides and those that did not. However, most of the slide decks examined did not follow the “rules of thumb,” exhibiting a much greater number of words per slide. Generations Y and Z gave high ratings to slides that incorporated audiovisuals, mixed media, and special effects and said they learned more when they were the ones who created the slides. However, most students did not rate themselves as competent in creation of PowerPoint slides. Recommendations for Practitioners: (1) Faculty should consider students’ positive reception of PowerPoint, their preference for adaptive, interactive learning that builds on strong multimedia elements while creating instructional materials. (2) Faculty should receive prescriptive design instruction for incorporating PowerPoint best practices to cut back on their self-reported high time spent on slide creation and student-reported low technical competency in faculty instruction. (3) Publishers should concentrate on slide design and innovativeness along with content coverage to serve faculty needs. (4) Business curricula should take into account generational as well as cultural differences in learning preferences. (5) To address the students’ conflation of personal social media prowess with superior technology or communication skills in the professional context, Business curricula should incorporate learning outcomes related to professional use of technology tools such as PowerPoint. Recommendations for Researchers: There is still utility in old-fashioned paper questionnaires to assess what impacts student learning. There is also merit in comparing student course evaluations with various in-classroom treatments. Impact on Society: PowerPoint may be underused in the post-secondary business classroom, but this paper raises questions about the value of unedited use of the very dense slides provided by publishers as effective learning tools in the post-secondary business classroom. Future Research: Future research can be focused on the use of PowerPoint slides in the business classroom in other countries and cultures, as only the US and India were examined. Further examination needs to be made of the relationship between extensive and unedited use of publisher-provided slides and the reporting of the staggering statistics that most students are not now buying textbooks. Finally, this study did not touch on gender or socio-economic differences in the student demographics, which might open further avenues for investigation.

This research brief uses nationally representative data from the 2012/17 Beginning Postsecondary Students Longitudinal Study (BPS:12/17) to examine post-college transitions of US undergraduates into the skilled technical workforce (STW), defined here as workers in a collection of occupations that require significant levels of science, technology, engineering, and mathematics (STEM) knowledge but not necessarily a bachelor’s degree for entry. Thus far, empirical research on the STW has been limited by a dearth of data; however, based on newly available data from BPS:12/17, the findings in this report indicate that STW employment provides workers with above-median salaries, more equitable wages, a variety of benefits, and clear career paths. STW jobs attract diverse populations, especially those from underrepresented groups (e.g., Hispanics, individuals from low-income backgrounds, and those whose parents do not have college education). US community colleges and sub-baccalaureate programs play a large role in developing the STW.

Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.

The course is designed in the e-learning environment LMS MOODLE AND INTENDED FOR REMOTE SUPPORT of the 2d-year students' INDEPENDENT WORK IN THE DISCIPLINE «ENGLISH language» of the institute of radio electronics and information security and the Institute of Information Technology and Management in technical systems in Sevsu. The aim of the course is the bachelor training, who can speak foreign language in various situations of interpersonal and professional communication at the level of at least B1+ according to the international scale EVALUATION; IMPROVING THE INITIAL FOREIGN LANGUAGE level reached at previous levels of education; mastering of the necessary and sufficient level of competence FOR SOLVING SOCIO-COMMUNICATIVE TASKS IN VARIOUS spheres OF PROFESSIONAL AND SCIENTIFIC ACTIVITIES WHEN COMMUNICATING WITH FOREIGN PARTNERS; FURTHER SELF-EDUCATION.

This Insight Note contributes to the growing body of knowledge on teaching practices that foster student learning and achievement by analysing in-depth qualitative data from classroom observations and teacher interviews. Much of the research on teachers and teaching in development literature focuses on observable and quantified factors, including qualifications and training. But simply being qualified (with a university degree in education or subject areas), or trained in certain ways (e.g., coaching versus in-service) explains very little of the variation in learning outcomes (Kane and Staiger, 2008; Wößmann, 2003; Das and Bau, 2020). Teaching is a complex set of practices that draw on teachers’ beliefs about learning, their prior experiences, their content and pedagogical knowledge and repertoire, and their commitment and personality. Recent research in the educational development literature has turned to examining teaching practices, including content knowledge, pedagogical practices, and teacher-student interactions, primarily through quantitative data from knowledge tests and classroom observations of practices (see Bruns, De Gregorio and Taut, 2016; Filmer, Molina and Wane, 2020; Glewwe et al, in progress). Other studies, such as TIMSS, the OECD and a few World Bank studies have used classroom videos to further explain high inference factors of teachers’ (Gallimore and Hiebert, 2000; Tomáš and Seidel, 2013). In this Note, we ask the question: What are the teaching practices that support and foster high levels of learning? Vietnam is a useful case to examine because student learning outcomes based on international tests are high, and most students pass the basic learning levels (Dang, Glewwe, Lee and Vu, 2020). But considerable variation exists between learning outcomes, particularly at the secondary level, where high achieving students will continue to upper-secondary and lower achieving students will drop out at Grade 9 (Dang and Glewwe, 2018). So what differentiates teaching for those who achieve these high learning outcomes and those who don’t? Some characteristics of teachers, such as qualifications and professional commitment, do not vary greatly because most Vietnamese teachers meet the national standards in terms of qualifications (have a college degree) and have a high level of professionalism (Glewwe et al., in progress). Other factors that influence teaching, such as using lesson plans and teaching the national curriculum, are also highly regulated. Therefore, to explain how teaching might affect student learning outcomes, it is important to examine more closely teachers’ practices in the classroom.

1.1 Macroeconomic summary Economic recovery has consistently outperformed the technical staff’s expectations following a steep decline in activity in the second quarter of 2020. At the same time, total and core inflation rates have fallen and remain at low levels, suggesting that a significant element of the reactivation of Colombia’s economy has been related to recovery in potential GDP. This would support the technical staff’s diagnosis of weak aggregate demand and ample excess capacity. The most recently available data on 2020 growth suggests a contraction in economic activity of 6.8%, lower than estimates from January’s Monetary Policy Report (-7.2%). High-frequency indicators suggest that economic performance was significantly more dynamic than expected in January, despite mobility restrictions and quarantine measures. This has also come amid declines in total and core inflation, the latter of which was below January projections if controlling for certain relative price changes. This suggests that the unexpected strength of recent growth contains elements of demand, and that excess capacity, while significant, could be lower than previously estimated. Nevertheless, uncertainty over the measurement of excess capacity continues to be unusually high and marked both by variations in the way different economic sectors and spending components have been affected by the pandemic, and by uneven price behavior. The size of excess capacity, and in particular the evolution of the pandemic in forthcoming quarters, constitute substantial risks to the macroeconomic forecast presented in this report. Despite the unexpected strength of the recovery, the technical staff continues to project ample excess capacity that is expected to remain on the forecast horizon, alongside core inflation that will likely remain below the target. Domestic demand remains below 2019 levels amid unusually significant uncertainty over the size of excess capacity in the economy. High national unemployment (14.6% for February 2021) reflects a loose labor market, while observed total and core inflation continue to be below 2%. Inflationary pressures from the exchange rate are expected to continue to be low, with relatively little pass-through on inflation. This would be compatible with a negative output gap. Excess productive capacity and the expectation of core inflation below the 3% target on the forecast horizon provide a basis for an expansive monetary policy posture. The technical staff’s assessment of certain shocks and their expected effects on the economy, as well as the presence of several sources of uncertainty and related assumptions about their potential macroeconomic impacts, remain a feature of this report. The coronavirus pandemic, in particular, continues to affect the public health environment, and the reopening of Colombia’s economy remains incomplete. The technical staff’s assessment is that the COVID-19 shock has affected both aggregate demand and supply, but that the impact on demand has been deeper and more persistent. Given this persistence, the central forecast accounts for a gradual tightening of the output gap in the absence of new waves of contagion, and as vaccination campaigns progress. The central forecast continues to include an expected increase of total and core inflation rates in the second quarter of 2021, alongside the lapse of the temporary price relief measures put in place in 2020. Additional COVID-19 outbreaks (of uncertain duration and intensity) represent a significant risk factor that could affect these projections. Additionally, the forecast continues to include an upward trend in sovereign risk premiums, reflected by higher levels of public debt that in the wake of the pandemic are likely to persist on the forecast horizon, even in the context of a fiscal adjustment. At the same time, the projection accounts for the shortterm effects on private domestic demand from a fiscal adjustment along the lines of the one currently being proposed by the national government. This would be compatible with a gradual recovery of private domestic demand in 2022. The size and characteristics of the fiscal adjustment that is ultimately implemented, as well as the corresponding market response, represent another source of forecast uncertainty. Newly available information offers evidence of the potential for significant changes to the macroeconomic scenario, though without altering the general diagnosis described above. The most recent data on inflation, growth, fiscal policy, and international financial conditions suggests a more dynamic economy than previously expected. However, a third wave of the pandemic has delayed the re-opening of Colombia’s economy and brought with it a deceleration in economic activity. Detailed descriptions of these considerations and subsequent changes to the macroeconomic forecast are presented below. The expected annual decline in GDP (-0.3%) in the first quarter of 2021 appears to have been less pronounced than projected in January (-4.8%). Partial closures in January to address a second wave of COVID-19 appear to have had a less significant negative impact on the economy than previously estimated. This is reflected in figures related to mobility, energy demand, industry and retail sales, foreign trade, commercial transactions from selected banks, and the national statistics agency’s (DANE) economic tracking indicator (ISE). Output is now expected to have declined annually in the first quarter by 0.3%. Private consumption likely continued to recover, registering levels somewhat above those from the previous year, while public consumption likely increased significantly. While a recovery in investment in both housing and in other buildings and structures is expected, overall investment levels in this case likely continued to be low, and gross fixed capital formation is expected to continue to show significant annual declines. Imports likely recovered to again outpace exports, though both are expected to register significant annual declines. Economic activity that outpaced projections, an increase in oil prices and other export products, and an expected increase in public spending this year account for the upward revision to the 2021 growth forecast (from 4.6% with a range between 2% and 6% in January, to 6.0% with a range between 3% and 7% in April). As a result, the output gap is expected to be smaller and to tighten more rapidly than projected in the previous report, though it is still expected to remain in negative territory on the forecast horizon. Wide forecast intervals reflect the fact that the future evolution of the COVID-19 pandemic remains a significant source of uncertainty on these projections. The delay in the recovery of economic activity as a result of the resurgence of COVID-19 in the first quarter appears to have been less significant than projected in the January report. The central forecast scenario expects this improved performance to continue in 2021 alongside increased consumer and business confidence. Low real interest rates and an active credit supply would also support this dynamic, and the overall conditions would be expected to spur a recovery in consumption and investment. Increased growth in public spending and public works based on the national government’s spending plan (Plan Financiero del Gobierno) are other factors to consider. Additionally, an expected recovery in global demand and higher projected prices for oil and coffee would further contribute to improved external revenues and would favor investment, in particular in the oil sector. Given the above, the technical staff’s 2021 growth forecast has been revised upward from 4.6% in January (range from 2% to 6%) to 6.0% in April (range from 3% to 7%). These projections account for the potential for the third wave of COVID-19 to have a larger and more persistent effect on the economy than the previous wave, while also supposing that there will not be any additional significant waves of the pandemic and that mobility restrictions will be relaxed as a result. Economic growth in 2022 is expected to be 3%, with a range between 1% and 5%. This figure would be lower than projected in the January report (3.6% with a range between 2% and 6%), due to a higher base of comparison given the upward revision to expected GDP in 2021. This forecast also takes into account the likely effects on private demand of a fiscal adjustment of the size currently being proposed by the national government, and which would come into effect in 2022. Excess in productive capacity is now expected to be lower than estimated in January but continues to be significant and affected by high levels of uncertainty, as reflected in the wide forecast intervals. The possibility of new waves of the virus (of uncertain intensity and duration) represents a significant downward risk to projected GDP growth, and is signaled by the lower limits of the ranges provided in this report. Inflation (1.51%) and inflation excluding food and regulated items (0.94%) declined in March compared to December, continuing below the 3% target. The decline in inflation in this period was below projections, explained in large part by unanticipated increases in the costs of certain foods (3.92%) and regulated items (1.52%). An increase in international food and shipping prices, increased foreign demand for beef, and specific upward pressures on perishable food supplies appear to explain a lower-than-expected deceleration in the consumer price index (CPI) for foods. An unexpected increase in regulated items prices came amid unanticipated increases in international fuel prices, on some utilities rates, and for regulated education prices. The decline in annual inflation excluding food and regulated items between December and March was in line with projections from January, though this included downward pressure from a significant reduction in telecommunications rates due to the imminent entry of a new operator. When controlling for the effects of this relative price change, inflation excluding food and regulated items exceeds levels forecast in the previous report. Within this indicator of core inflation, the CPI for goods (1.05%) accelerated due to a reversion of the effects of the VAT-free day in November, which was largely accounted for in February, and possibly by the transmission of a recent depreciation of the peso on domestic prices for certain items (electric and household appliances). For their part, services prices decelerated and showed the lowest rate of annual growth (0.89%) among the large consumer baskets in the CPI. Within the services basket, the annual change in rental prices continued to decline, while those services that continue to experience the most significant restrictions on returning to normal operations (tourism, cinemas, nightlife, etc.) continued to register significant price declines. As previously mentioned, telephone rates also fell significantly due to increased competition in the market. Total inflation is expected to continue to be affected by ample excesses in productive capacity for the remainder of 2021 and 2022, though less so than projected in January. As a result, convergence to the inflation target is now expected to be somewhat faster than estimated in the previous report, assuming the absence of significant additional outbreaks of COVID-19. The technical staff’s year-end inflation projections for 2021 and 2022 have increased, suggesting figures around 3% due largely to variation in food and regulated items prices. The projection for inflation excluding food and regulated items also increased, but remains below 3%. Price relief measures on indirect taxes implemented in 2020 are expected to lapse in the second quarter of 2021, generating a one-off effect on prices and temporarily affecting inflation excluding food and regulated items. However, indexation to low levels of past inflation, weak demand, and ample excess productive capacity are expected to keep core inflation below the target, near 2.3% at the end of 2021 (previously 2.1%). The reversion in 2021 of the effects of some price relief measures on utility rates from 2020 should lead to an increase in the CPI for regulated items in the second half of this year. Annual price changes are now expected to be higher than estimated in the January report due to an increased expected path for fuel prices and unanticipated increases in regulated education prices. The projection for the CPI for foods has increased compared to the previous report, taking into account certain factors that were not anticipated in January (a less favorable agricultural cycle, increased pressure from international prices, and transport costs). Given the above, year-end annual inflation for 2021 and 2022 is now expected to be 3% and 2.8%, respectively, which would be above projections from January (2.3% and 2,7%). For its part, expected inflation based on analyst surveys suggests year-end inflation in 2021 and 2022 of 2.8% and 3.1%, respectively. There remains significant uncertainty surrounding the inflation forecasts included in this report due to several factors: 1) the evolution of the pandemic; 2) the difficulty in evaluating the size and persistence of excess productive capacity; 3) the timing and manner in which price relief measures will lapse; and 4) the future behavior of food prices. Projected 2021 growth in foreign demand (4.4% to 5.2%) and the supposed average oil price (USD 53 to USD 61 per Brent benchmark barrel) were both revised upward. An increase in long-term international interest rates has been reflected in a depreciation of the peso and could result in relatively tighter external financial conditions for emerging market economies, including Colombia. Average growth among Colombia’s trade partners was greater than expected in the fourth quarter of 2020. This, together with a sizable fiscal stimulus approved in the United States and the onset of a massive global vaccination campaign, largely explains the projected increase in foreign demand growth in 2021. The resilience of the goods market in the face of global crisis and an expected normalization in international trade are additional factors. These considerations and the expected continuation of a gradual reduction of mobility restrictions abroad suggest that Colombia’s trade partners could grow on average by 5.2% in 2021 and around 3.4% in 2022. The improved prospects for global economic growth have led to an increase in current and expected oil prices. Production interruptions due to a heavy winter, reduced inventories, and increased supply restrictions instituted by producing countries have also contributed to the increase. Meanwhile, market forecasts and recent Federal Reserve pronouncements suggest that the benchmark interest rate in the U.S. will remain stable for the next two years. Nevertheless, a significant increase in public spending in the country has fostered expectations for greater growth and inflation, as well as increased uncertainty over the moment in which a normalization of monetary policy might begin. This has been reflected in an increase in long-term interest rates. In this context, emerging market economies in the region, including Colombia, have registered increases in sovereign risk premiums and long-term domestic interest rates, and a depreciation of local currencies against the dollar. Recent outbreaks of COVID-19 in several of these economies; limits on vaccine supply and the slow pace of immunization campaigns in some countries; a significant increase in public debt; and tensions between the United States and China, among other factors, all add to a high level of uncertainty surrounding interest rate spreads, external financing conditions, and the future performance of risk premiums. The impact that this environment could have on the exchange rate and on domestic financing conditions represent risks to the macroeconomic and monetary policy forecasts. Domestic financial conditions continue to favor recovery in economic activity. The transmission of reductions to the policy interest rate on credit rates has been significant. The banking portfolio continues to recover amid circumstances that have affected both the supply and demand for loans, and in which some credit risks have materialized. Preferential and ordinary commercial interest rates have fallen to a similar degree as the benchmark interest rate. As is generally the case, this transmission has come at a slower pace for consumer credit rates, and has been further delayed in the case of mortgage rates. Commercial credit levels stabilized above pre-pandemic levels in March, following an increase resulting from significant liquidity requirements for businesses in the second quarter of 2020. The consumer credit portfolio continued to recover and has now surpassed February 2020 levels, though overall growth in the portfolio remains low. At the same time, portfolio projections and default indicators have increased, and credit establishment earnings have come down. Despite this, credit disbursements continue to recover and solvency indicators remain well above regulatory minimums. 1.2 Monetary policy decision In its meetings in March and April the BDBR left the benchmark interest rate unchanged at 1.75%.

Quality teaching and learning are vital to meet the increasingly complex needs of students as they prepare for further education and work in the 21st century. This publication provides insights on how to create sustainable and high quality teacher capacity development systems in primary and secondary education, technical and vocational education and training, and higher education programs. It showcases 13 case studies from around the world as examples of teacher professional development programs that support, improve, and harness teaching capabilities and expertise. The publication also discusses government initiatives and other factors that can contribute to quality teaching.