Suchergebnisse

Tinsae Abeya Geleta, Berhanu Senbeta Deriba Department of Public Health, College of Health Sciences, Salale University, Fitche, EthiopiaCorrespondence: Tinsae Abeya Geleta, Email bakoabeya@gmail.comBackground: Information, education, and communication (IEC) materials have paramount relevance in primary health care which mainly focused on disease prevention and control. They are a cost-effective approach for achieving better health outcomes in all clinical and public health interventions. This study aimed to explore enablers and barriers to utilize printed IEC materials among healthcare providers of North Shoa Zone, Oromia, Ethiopia, 2020.Methods: A descriptive, qualitative study was conducted from December 1, 2020, to December 30, 2020, among health care providers. A judgmental sampling technique was used and 20 key informants were recruited considering their educational level, professional categories, working units, work experience, and types of health facilities. The data were collected by using a semi-structured interview guide. The transcribed data were uploaded into ATLAS. ti version 7.5.18 software. Then, the inductive process of thematic analysis was employed and the data were coded, categorized, and thematized. Direct quotations were presented with a thick description of the findings.Results: The findings of the study were discussed under four themes of enablers and four themes of barriers. The four themes of enablers were availability of printed IEC materials, distribution of printed IEC material, perceived usefulness of printed IEC materials, and support from the non-government organization. The four themes of barriers were printed IEC materials-related factors, patients related factors, health care provider's related factors, and government-related factors.Conclusion: In this study, we found that the utilization of IEC materials was influenced by a number of facilitators and barriers. Thus, all concerned bodies need to give due attention to IEC materials and work towards the improvement of the ...

peer-reviewed ; The new information and communications technologies (ICTs) have become an indispensable tool for constructing networks and communities of practice, for accessing and managing knowledge, and for disseminating best practices in intercultural education. Social markers, Flickr, YouTube, Slideshare, RSS, Google, blogs, and wikis are some of the tools of the revolution of the socalled Web 2.0, which are characterized by their emphasis on the social dimension of the use of the new technologies. The proliferation of services and tools, many of them with free access and based on principles of free software, are democratizing the access to information and bringing groups of people from different points on the planet closer together. In the same way, Creative Commons licences and free software are liberating knowledge so that creative expression is not reduced to a consultation and exchange within a group of people but can be within reach of everyone. This chapter will present a panoramic vision of the state of the issue and a reflection on the application of the new technologies to intercultural education.

In this paper, the role of Information and Communication Technology (ICT) and its challenges and opportunities in Indian education sector has been highlighted. Towards the end, the paper also presents a comparative study of ICT awareness and penetration among south Asia countries. Various reports were collected from difference government and private domains and the facts are summarized in this paper. The paper has succinctly reviewed the status of ICT in Indian education system. The research is based on the compilation of information available till 2010.

"This book investigates how knowledge about food is developed, disseminated and digested in diverse Western European contexts. Chapters critically examine beliefs about child and elderly nutrition, diabetes, gluten-sensitivity, vitamins and other dietary issues where medical experts, media brokers, scientists and educators promote concepts not only of good eating, but also of health and compliant citizenship. The book provides provocative insights into how food knowledge undergirds political policies, educational practices and nutrition advice." Carole Counihan, Professor Emerita of Anthropology, Millersville University, USA and Editor-in-Chief of Food and Foodways."

The article considers the scope for the shift to personality-oriented paradigm through the personal inclusion into specially organized information and communication activities in the Internet environment; the authors also give the essence, specific features and functions of those activities.

India has successfully achieved quantity benchmarks for education by making schooling accessible to all and making rapid strides in improving attendance. Next, India must improve the quality of its educational system, which is limited by large class sizes, limited teacher expertise, poor access to resources, and teacher absenteeism. ICT provides tools to address all these challenges. Historically, ICT has been used to improve educational coverage. Educational radio programs have been produced since 1972, and corporate initiatives have introduced computers to classrooms since the 1990s. Most radically, India even launched a satellite to broadcast educational content to remote schools off the grid. Yet the digital revolution provides the greatest opportunity for ICT to contribute to improved education and equality of opportunity across India. ICT has been applied to improve education in several ways. Teachers can gain access to improved lesson plans and teaching resources that incorporate multimedia and best pedagogical practices. Similarly, these platforms are used to deliver interactive teacher training that uses data to analyze teachers' strengths and weaknesses. Data can also be used to break down and isolate challenges for students or entire classrooms. Finally, communication tools embedded in these platforms provide teachers, students and parents with a more collaborative classroom experience. The MHRD's DIKSHA platform, powered by EkStep, is currently the most comprehensive and widespread societal platform in use. Integrating ICT into all aspects of education, DIKSHA incorporates quality user-developed content, student assessment tools, data collection and analysis, teacher professional development, and parent-teacher-student communication into a multilingual package now being implemented in several states. Additional general-purpose platforms include Karnataka's Meghshala, Gujarat's Learning Delight, and the Central Board for Secondary Education's Saransh. More specialized platforms also exist to fulfill specific needs, such as StoryWeaver, an initiative to develop mother tongue literacy material. EkStep and DIKSHA provide functionality to incorporate other platforms as specialized modules within their own system, a powerful integrative feature with the potential to consolidate the many different platforms in existence under one roof without sacrificing local adaptability or flexibility. Education policymakers should continue encouraging the consolidation of redundant platforms. While teachers often use ICT resources such as Youtube in the classroom, these freelance solutions do not provide the opportunities for beneficial synergies inherent in a platform. Additionally, implementers and end-users of education platforms should be more fully trained in the capabilities of these tools, with continuing support provided to increase familiarity and comfort level. Significant infrastructure investment is required to provide electricity to many schools, let alone digital connectivity, and opportunities exist for involving India's major industries in content production. Finally, the definition of a digital school must be clarified to incentivize and prioritize investments in ICT integration.

Presenters describe the goals of the information, education and communication strategy as: to draw and test innovations in technology and information packaging and dissemination among SANREM partners and to effect increased awareness, develop positive attitude and persuade and motivate farmers to adopt technologies and practices towards sustainable agriculture and natural resource management. The objectives of the strategy are: popularize, package and disseminate project outputs using an innovative communication strategy; provide timely and appropriate information that will help strengthen capacities for environmental decision making among communities, government and academic institutions; mainstream research results into the formal curriculum in the Philippines and Vietnam;