Practices and Challenges of Instructional Leadership in Government Secondary Schools of Shebedino Woreda Sidama Zone, Snnpr, Ethiopia

The purpose of this study was to investigate instructional leadership practices and challenges in government secondary schools of the shebedino woreda, Sidama, Ethiopia. In order to meet the objectives of the study descriptive survey research design was employed. The study reviewed the related literature on leadership aspects, dimensions of instructional leadership, teaching- learning roles of instructional leadership, and attempts were also made to identify factors that affect the effectiveness of instructional leadership. The research method employed in the study was both quantitative and qualitative approaches. Accordingly, a questionnaires were prepared to be filled by teachers, principals, vice principals, and department heads for the quantitative part. For the qualitative, individual interviews, focus group discussion and document analysis were administered. Using availability sampling techniques four secondary schools in study woreda were addressed by this study. The researcher incorporated 77% of the sample populations as respondents. 44 instructional leaders in the schools, 82 teachers, 4 woreda education office and section heads, 54 students’ representatives and 2 woreda supervisors were primary sources of data. The quantitative data were analyzed using descriptive statistics such as frequency, percentage, mean, standard deviation, and independent t-test while content analysis approach was used to analyze qualitative data. Likewise, data gathered through interview, focus group discussion and document analysis were considered to complement the questionnaires in narrative form. The findings of the study revealed that principals show low practiced in their instructional leadership role due to work overload, lack of training in educational leadership and management, shortage of resource, lack of commitment and lack of support from concerning body. Finally, based on the findings conclusions, recommendations were made on capacity building and empowering of principals to do their work effectively on instructional leadership rather than administration work, in turn, encouraging participatory approach of leadership. Furthermore, Sidama zone education department with woreda education office is responsible to give directives, supports and guidelines in the cases that whenever shortcomings and gaps were observed, provide adequate budget and arrange workshops, seminars, short and long term training in collaboration with different stakeholders and the schools should organize public relations to create school-community links. Further study in the area advisable. Keywords: Practice, Challenges, Instructional Leadership DOI: 10.7176/JEP/13-28-03 Publication date:October 31st 202

Les centrals sindicals davant la LODE

Abstract not availabl

Análisis de las causas que dificultan el acceso del alumnado con discapacidad a la universidad y a la formación profesional

El acceso del alumnado con discapacidad a la universidad y a la formación profesional ha aumentado considerablemente en los últimos años, pero aún continúa siendo una asignatura a mejorar. Este trabajo, fundamentado en un estudio cualitativo con entrevistas a alumnado, padres y madres, técnicos y profesores y otros expertos, aborda las barreras a las que se enfrenta el alumnado con discapacidad para acceder a los estudios superiores, entre las que se pueden encontrar la falta de accesibilidad, la rigidez del sistema educativo, la falta de información y formación existente, las situaciones de discriminación o la insuficiente implicación en ocasiones de algunos miembros de la comunidad educativa. Sin embargo, también se presentan oportunidades y orientaciones para mejorar la situación, basadas en los principios teóricos de la educación inclusiva y buenas prácticas ya implementadas, que pasan por la sensibilización del alumnado, las adaptaciones curriculares, las mejoras de la comunicación y coordinación con los agentes implicados y una mayor conexión entre las etapas educativas secundaria y superior

Manifest a favor de la igualtat al dret de l'educació

Abstract not availabl

Ectodermal dysplasias: Classification and organization by phenotype, genotype and molecular pathway

An international advisory group met at the National Institutes of Health in Bethesda, Maryland in 2017, to discuss a new classification system for the ectodermal dysplasias (EDs) that would integrate both clinical and molecular information. We propose the following, a working definition of the EDs building on previous classification systems and incorporating current approaches to diagnosis: EDs are genetic conditions affecting the development and/or homeostasis of two or more ectodermal derivatives, including hair, teeth, nails, and certain glands. Genetic variations in genes known to be associated with EDs that affect only one derivative of the ectoderm (attenuated phenotype) will be grouped as non‐syndromic traits of the causative gene (e.g., non‐syndromic hypodontia or missing teeth associated with pathogenic variants of EDA “ectodysplasin”). Information for categorization and cataloging includes the phenotypic features, Online Mendelian Inheritance in Man number, mode of inheritance, genetic alteration, major developmental pathways involved (e.g., EDA, WNT “wingless‐type,” TP63 “tumor protein p63”) or the components of complex molecular structures (e.g., connexins, keratins, cadherins)

Molecular pathway-based classification of ectodermal dysplasias: first five-yearly update

To keep pace with the rapid advancements in molecular genetics and rare diseases research, we have updated the list of ectodermal dysplasias based on the latest classification approach that was adopted in 2017 by an international panel of experts. For this purpose, we searched the databases PubMed and OMIM for the term “ectodermal dysplasia”, referring mainly to changes in the last 5 years. We also tried to obtain information about those diseases on which the last scientific report appeared more than 15 years ago by contacting the authors of the most recent publication. A group of experts, composed of researchers who attended the 8th International Conference on Ectodermal Dysplasias and additional members of the previous classification panel, reviewed the proposed amendments and agreed on a final table listing all 49 currently known ectodermal dysplasias for which the molecular genetic basis has been clarified, including 15 new entities. A newly reported ectodermal dysplasia, linked to the gene LRP6, is described here in more detail. These ectodermal dysplasias, in the strict sense, should be distinguished from syndromes with features of ectodermal dysplasia that are related to genes extraneous to the currently known pathways involved in ectodermal development. The latter group consists of 34 syndromes which had been placed on the previous list of ectodermal dysplasias, but most if not all of them could actually be classified elsewhere. This update should streamline the classification of ectodermal dysplasias, provide guidance to the correct diagnosis of rare disease entities, and facilitate the identification of individuals who could benefit from novel treatment options