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Teacher Professional Development (TPD) has received global recognition as one of the most essential elements required for increasing teachers' knowledge and skills and improving students' learning. However, not much account has been given on the influence or otherwise of TPD since some appears ineffective in supporting changes in teacher practices and student learning. This study examined the influence of teacher professional development on teaching and learning in public Technical Institutes in the Upper West Region, Ghana.The study adopted the concurrent mixed method design, utilizing both quantitative and qualitative datasets.The study was conducted between September 2019 to September 2020 in two technical institutes, namely, St. Basilide's Technical Institute and the Wa Technical Institute in the Nadowli-Kaleo district and Wa Municipality respectively. The study sought to find out the type of TPD that teachers in public Technical Institutes in the Upper West Region participate in; evaluate the relationship between TPD and teaching and learning; as well as assess the challenges confronting teachers relative to access to professional development programmes. Evidence was obtained through the use of interview as well as questionnaires including both open and closed ended questions and a 5-point Likert scale. A sample size of 220 was obtained from a total target population of 1,072 at 95% confidence level and 5% margin of error.
Results: The findings showed that teachers in public Technical Institutes have considerable access to teacher professional development provided by the Ghana Education Service (GES), Ghana National Association of Teachers, Non-Governmental Organizations, Subject Associations, among others. Like the teachers, majority of the students have a very positive account about how well their teachers teach and how well they themselves are learning. It was found that a highly significant positive relationship (r (44) =.745, p˂.01 given ɑ =.01 and p-value=.000) exists between teachers' participation in teacher professional development and teaching and learning. Furthermore, the study also showed a Kendall's Coefficient of Concordance (W) of 0.212 in the ranking of challenges or barriers affecting teacher professional development. The study contends that GES should put in place policies to encourage teachers to participate in professional development programs; the GES should also encourage and partly fund individual schools particularly technical institutes to conduct subject-based in-service training for teachers among others.

The Six Country Immigrant Integration Comparative Survey (SCIICS) is a large-scale telephone survey conducted in 2008. The aim was to collect comparable data across European countries (the Netherlands, Germany, France, Belgium, Austria and Sweden) with different integration policies as well as variation on other variables to enable testing for contextual effects. SCIICS was designed to maximize cross-national data comparability by reducing sources of confounding variance. It employs a double-comparative design which looks at two immigrant groups (Turks and Moroccans) and a comparison group of natives from the six countries mentioned above. The immigrant target groups have been narrowed down to people who migrated in the guest-worker era (before 1975) and their children and grandchildren who were either born in the survey country or moved there before turning 18. To further increase comparability, half of the sample is subjected to an additional regional selection criterion - having an origin in East- or Central Anatolian provinces in Turkey or the former Spanish protectorate in Morocco. The sample was drawn from online telephone directories using onomastic methods. Mobile phone numbers were included as much as possible. In total, nearly 9,000 completed surveys were collected (3,373 native; 3,344 Turkish origin; 2,204 Moroccan origin). This paper discusses the research design, challenges in data collection, and response rates. It also presents the questionnaires and sources of context data.

A comprehensive benchmark interpretive survey of the literature on technology in Third World countries, focusing on the alternative ways of conceptualizing the process of technical change. Three broad traditions are treated thematically: the neoclassical approach in economics, dependency theory, & the more recent neo-Schumpeterian tradition. New thinking on two older themes is examined: the technology market & the transfer of technology; & choice of technique & appropriate technology. Also discussed are the forms & the measurement of technical change in Third World countries, the sources of technical change, & the role of the capital goods sector in the process of technical change. The importance of changing paradigms in the conceptualizing of technical change & the issue of whether developed country technology provides an opportunity or constraint for Third World countries are considered. Infant industries, exports, technical progress, & the role of the state in technical change are examined. Suggestions for future research are offered. 2 Figures, 276 References. Modified AA

The Kenyan Governments' vision 2030 plan seeks to make Kenya a middle level industrialized nation and improve the economic and social status of its citizens. The realization of this vision will be achieved with adequate human resource at the technology, technician and artisan levels of skill training. Technical Training institutions (TTIs) are charged with the responsibility to train technicians and artisans. Concerns have been raised on the quality and quantity of the graduates coming out of these training institutions. The current study sought to investigate strategies that should be put in place to enhance the training in TTIs. A descriptive survey research design was used for this study with heads of academic departments and students as respondents. Questionnaires and interview schedules were used for data collection. The study established that training was conducted with inadequate teaching staff and obsolete equipments. The study recommends that adequate staff should be hired in training institutions and programmes put in place to upgrade the skills and knowledge of trainers in light of changing technology. Training facilities in the training institutions should urgently be upgraded.

Abstract K. Narayan is a name in English Literature that does not need any introduction. He appears to be shinning like a glittering star in the galaxy of Indian fiction writers who wrote in English. His career as a writer spanned over 60 years. He received a number of awards and honors including the AC Benson Medal from the Royal Society of Literature and the Padma Vibhushan, India's second highest civilian award. Narayan was also nominated to Rajya Sabha, the upper house of India's Parliament. He is widely known for his simple and unpretentious writing style, often compared to William Faulkner. Most of his works show his deep interest in Hindu Religion and Myth. In this research article, a humble attempt has been made analyze the way how Narayan accepts the Hindu Religion and Myth in the lives of his protagonists. He does not alter or modernize the myths but through their symbolic representation shows their timeless relevance as the most immediate form of human experience.

This paper describes the approach applied to the introduction of self-reliant internship into the in-service TVET (Technical Vocational Education and Training) teacher training at the Technical Teacher Training Institute (TTTI) in Afghanistan. As data show in 2014, Afghan TVET teachers neither meet the legal requirements set by the government (Bachelor degree) nor have contacts to or work experiences in private or public sector companies. They have no knowledge of the working requirements they are preparing their students for. Consequently, in-service teacher training at the TTTI has to provide it's learners with knowledge and skills in accordance with the market requirements. Thus, at the TTTI Capacity Building is focusing among others on the multifaceted interdependent relationship between teacher-student-company in order to empower teachers to be able to contribute to the employability of their students. In this respect TTTI's in-service teacher training foresees the teacher's participation in a private or public sector self-reliant internship to benefit from the expertise of companies' work force and employers and actualize their understanding for the world of work. Afghan TVET teachers completing successful the TTTI in-service training are able to train many cohorts of students for the labor market or self-employment with the gained competences. Two subsequent cohorts of TTTI trainees - government employed TVET teachers undergoing in-service teacher training - have been participating for their first time in self-reliant internship in 2013 and 2014. According to the findings, recommendations are given for using the approach of introducing internship in in-service training for TVET teacher capacity building.

At the face of any review and policy recommendations, we must still ask ourselves about what we can achieve. The indicative Action Plan given here may provide a fair roadmap for the future. By following it in a unified way, we can make great progress in enhancing our instructional and individual learners' potential by enabling them to thrive. We can improve our society, our local economy and our national contributions. Uttarakhand can surely achieve this by working together.

This interactive session is organised by the EOSC Association and will provide information on the vision and priorities of the Implementation Phase of the European Open Science Cloud. It will also gather information on new ideas and resources coming from the OS Fair participants that can contribute directly to the newly set up EOSC Advisory Groups and their Task Forces. The EOSC Association represents a single voice for the advocacy and representation of the broader EOSC Stakeholder community in Europe, promoting alignment of EU research policy and priorities. A key role of the Association is to continuously develop the EOSC Strategic Research and Innovation Agenda (SRIA) which will influence future EOSC activities at institutional, national and EU level (including the EOSC-related work programmes in Horizon Europe). This living document will adapt to the changing EOSC ecosystem and the needs of EOSC stakeholders. To achieve this, the Association has set up a series of Advisory Groups (AG) with Task Forces (TF) to engage with the EOSC community around priority areas which will be discussed. EOSC Directors and TF coordinators will first present the charters and remit for each TF. Then we'll be holding an open discussion, inviting participants to contribute directly to a pooling of ideas, current activities or resources that could contribute or be of interest to the TFs. We're also interested in your concerns and priorities – what do you not see covered by the TFs or feel is a gap in the Strategic Research and Innovation Agenda. In the end we'll be summarizing the main advice, resources and outcomes of each in a final panel session. This presentation is about the technical challenges on EOSC AG.