Research and Advances in Education

Exploring the Role of Higher Education Institutions in Promoting Climate Control and Justice in Uganda

Muhairwa T. David — 2025-05-09

This exploratory qualitative study focused on exploring the role of Higher Education Institutions in advancing Climate Control and Justice in Uganda with a focus on; climate control efforts; research and advocacy; and climate-related educational programs. Findings indicated that the universities had introduced programs such as advocacy for climate control and justice, adoption and assessment of science-based programs to integrate climate and also involved student activists who often prioritized enforcing environmental curricular changes which stimulated knowledge growth through educational awareness to the staff, and students. However, the efforts were inadequate due to the economic status of our country which largely depends on donor funds. The study concluded that Higher Education Institutions were not adopting enough interdisciplinary approaches to address climate control and justice adequately, aligning educational goals with global climate challenges and thus they should continue to incorporate climate education into all academic programs and integrate climate-related topics across various academic disciplines.

Quality Improvement Initiatives and Outcomes: A Study of Public Schools in Ghodaghodi Municipality, Nepal

Dr. Dipak Raj Joshi — 2025-05-09

This study aims to identify the challenges and gaps in providing quality education, examines Ghodaghodi municipality initiatives for improvement, assesses their impacts, and offers recommendations for further improvement. The study sampled 15 public schools out of 49, using stratified random sampling. Respondents included teachers, head teachers, parents, students, school management committee, municipal authorities, policymakers, teachers’ union leaders, and political leaders — 10 respondents from each school and 25 from municipal policy making sector altogether 175. Information was gathered through surveys, questionnaires, and document analysis using both primary and secondary sources. Since the last five years, municipal budget/ program has been focusing significantly on the areas of infrastructure, materials, ICT, and teacher management. Different levels of government invest on schools without long term plan and vision. So, the facilities at schools are not sufficient and proper. School mapping and student teacher ratio (STR) is not properly maintained. Teachers participated in professional development activities, but the effectiveness was rated as average. They identified a need for further development in subject matters, special needs education, and ICT skills. School supervision was found to be less effective, below the average. Teachers rated the overall school quality as average. Policymakers faced challenges such as budget constraints, employee indifference, and teacher politics affecting quality improvement programs. Based on the findings and conclusion, the research has recommended some improvements in the areas of restructuring schools, maintaining STR, infrastructural modernization, visionary academic leadership, teacher incentives, TPD opportunities, monitoring and evaluation, and the like.

From Informal Learning to Formal Recognition: Policy Perspectives on Integrating Micro-Credentials into EQF-Aligned Vocational Education

Katarina Vuković — 2025-05-09

As the European workforce navigates a rapidly changing skills landscape, the need to recognize learning beyond traditional education structures has become increasingly urgent. This paper explores the strategic role of micro-credentials in bridging informal and non-formal learning with formal vocational education and training (VET) systems, particularly in alignment with the European Qualifications Framework (EQF). Drawing on current EU policy developments, institutional practices, and emerging quality assurance mechanisms, the study outlines how micro-credentials can be embedded into national qualification systems, mapped to learning outcomes, and validated with trust and transparency. Special attention is given to stakeholder engagement, system readiness, and policy innovation, offering actionable recommendations for establishing a coherent and scalable micro-credential ecosystem. The findings underscore the potential of micro-credentials to support lifelong learning, enhance employability, and promote inclusive education systems across Europe.

Curriculum Adjustment and Cultural Adaptation of Chinese Normal Schools in Malaya (1935-1957)

An Li — 2025-05-09

This paper examines the development of Chinese teacher education in Malaya during the transition period from colonial system to national independence from 1935 to 1957, focusing on the interactive relationship between teacher curriculum adjustment and cultural inheritance. Through the analysis of official education reports, decrees and Chinese vernacular schools archives, this study divides this period into three stages: marginal situation under the colonial system (1935-1945), post-war reconstruction and systematic development (1945-1952), and policy shift and cultural adaptation (1952-1957). The study finds that under the inequality of resources and policy restrictions, Chinese teacher education achieved the transformation from the Chinese model to Malayan local adaptive education through strategies such as curriculum localization, multilingual education integration and community organization mobilization, while maintaining the basic continuity of cultural identity. This adaptive transformation not only reflects the Chinese community’s positive response to environmental changes, but also reflects the historical experience of minority education seeking survival and development in a multicultural society. It has important implications for understanding the interactive relationship between education policy and ethnic identity.