أثر الإنفاق العام على البطالة في السودان خلال الفترة (1992-2018)

The study deals with the impact of current and capital public spending on unemployment in Sudan during the period (1992-2018), and the importance of the study, from the fact that it deals with topics of great scientific and practical importance, and the aim of the study to know the nature of public spending in the current and capital aspects, the nature of unemployment, in addition to an alysing the relationship between these variables, and the problem of study was that there is a steady increase in Current and capital public spending during the study period and therefore the unemployment situation in Sudan did not improve, as the study used the descriptive and analytical approach, in addition to the standard method to know the relationship between the variables studied, and the study reached many results, the most important of which is: that there is a expulsionrelation ship with statistical significance Between current spending and the unemployment rate, there is also a morally inverse relationship between capital spending and the unemployment rate. The most important recommendations recommended by the study are to increase capital spending and direct this spending in creating and expanding the scope of productive projects, as well as to spend on vocational training centers and develop them and to transfer the experience of the countries that preceded Sudan in this area, which contributes to reducing the unemployment rate

Stakeholders’ perspectives on the provision of vocational training for youth with disabilities in Sri Lanka: protocol for a mixed-methods study

IntroductionThe quality and the range of vocational training (VT) courses offered to youth with disabilities (YwD) in low-middle-income countries are underexplored. This protocol describes a study designed to gather perceptions of a range of stakeholders related to the quality and relevance of VT programmes conducted by the Department of Social Services in Sri Lanka. The purpose of this study is to communicate with authorities the ways in which they can improve their services by paying close attention to the needs and recommendations of all stakeholders.Methods and analysisA parallel mixed-methods study will be conducted at eight vocational training institutes (VTIs). A survey will be conducted with five participant groups; YwD presently enrolled in VTIs (n=358) and their caregivers (n=358), YwD who completed the VT (n=45) and their caregivers (n=45) and educators at VTIs (n=47). The qualitative component includes semi-structured interviews and focus group discussions. The three groups of participants include: educators, caregivers of potential YwD for future VT (6–10 per group) and key informants from state, corporate and non-governmental sectors (a total of 20). Quantitative and qualitative data will be analysed using descriptive and inferential statistics and cross-thematic analysis, respectively.Ethics and disseminationThis study received ethical clearance from the Ethics Review Committee, Faculty of Medicine, University of Kelaniya (Ref. No: P/15/02/2021). All data collection processes will abide by health and safety measures required by the national government. Written informed consent will be obtained from all participants. Results from this research will be disseminated, to local stakeholders and participants, via local and international conferences and publications in peer-reviewed journals.

Journalism and Media Curricula in Arab Universities

The study aims to reveal the consistency of the types of courses in the study plans of the bachelor’s programs and specializations in journalism and media in Arab universities, along with the classification of the UNESCO model curriculum courses on teaching journalism in developing countries. It adopted three types of courses that need to be included in any curriculum in the field of journalism teaching: Professional Training Courses (47%), Journalism Courses (10%), and arts and other sciences courses (43%). This model was applied to academic plans of journalism and media programs and specializations in nine Arab public universities covering the three Arab regions: The Levant and Iraq, the Gulf Cooperation Council, and the Maghreb and North Africa. In addition, the study adopted the descriptive approach by analyzing and describing the components of the study plans in terms of form and content. The study results showed that the faculties and departments of communication and media in the selected sample of Arab Universities offer different programs more in teaching journalism and media disciplines. In contrast, communication studies are almost limited to public relations programs. As for the content level of the three courses (vocational training courses, journalistic studies courses, and courses from other arts and sciences) included in their study plans in different proportions, some of them are compatible with the estimates of the UNESCO model curriculum, while some are far away from these estimates. Also, there is a methodological and scientific gap between the practical and theoretical aspects in most of the selected sample of programs and disciplines. KEYWORDS University education in Arab countries, ideal journalistic competence, teaching methods, courses, vocational training, journalism and media studies

Responding to the Needs of Prisoners with Learning Difficulties in Australia

Offenders who are convicted of a crime in Australia are encouraged to participate in educational and vocational training programs during their time in prison. However, one of the significant challenges encountered by not only prisoners who enroll in educational and vocational training programs, but also for the staff who teach into these programs, are prisoners who experience learning difficulties. Prison teachers and other staff are ordinarily unaware of which offenders experience such difficulties. Given that unidentified learning difficulties are associated with poor educational, employment and psychological outcomes, it is critical that prisoners who experience specific learning difficulties are identified, and that educational and vocational training programs offered in prisons cater for the diverse learning needs of all prisoners. This review highlights issues with the identification of learning difficulties and proposes methods of supporting prisoners who experience learning difficulties and the people tasked with managing them. Such a review offers an important contribution to the literature on educational and vocational training programs in prisons as well as practical implications for prisoners, teachers and administrators.