Career guidance in the Middle East and North Africa

The results are presented of a policy-focused review of career guidance services in 10 Middle East and North African countries. A range of economic, political, socio-cultural and educational factors which seem likely to have constrained the development of such services, and to have influenced the forms they have taken, are discussed. A number of drivers for change are outlined, the nature of the main current services is described, and a number of common issues are explored. Six broad themes are identified for the future development of career guidance services within the region.     

Estimation of reference values in liver function test in health plan individuals of an urban south Indian population

Reference intervals in clinical chemistry are commonly based on results of measurements in reference western population or are taken from the western literature. Reference Values are thought to aid physicians to interpret results of measurements and, should be representative of a defined group of individuals. This group should be as similar as possible to the patients under investigation. The reference population in this, study has been recruited from the individuals attending the Health Plan Clinic who fulfill the defined inclusion and exclusion criteria as well as defined partition criteria. The samples were sorted based on the decision by the physician. The emerging group of individuals was considered as a reference population for the hospital patients and the results of measurements in this study was evaluated statistically, to stress on the urgent need to establish the in-house reference values. The reference limits are defined as the central 95 percentile of the population after eliminating the outliers. The lower, reference limit is the 2.5 percentile while the upper reference limit constituted the 97.5 percentile for the population.     

Special Education in Bangladesh

SPECIAL EDUCATION in Bangladesh reflects the overall educational problems faced by the nation. While some government programs for children with sensory disabilities are provided, most special education is supported by non‐government organizations. Though planning for improved special education has occurred, implementation has been restricted by economic constraints.     

Competence and competence frameworks in career guidance: complex and contested concepts

This paper considers some of the debates surrounding the term competence and the relevance that these have for the development of competence frameworks. Such frameworks are increasingly on the agenda, since they purport to support training programme development, to identify competence gaps, to promote self-development, and to ensure common standards. This paper shows, however, that notions of competence have specific meanings in particular contexts, that they have been contested, and that they have fallen into and out of favour over time. The paper concludes by teasing out the implications that competing definitions of competence have for the guidance field.     

Livelihood planning and career guidance in Palestine and the broader MENA region

It has often been stated that the Arab “world” is faced by a demographic challenge which is very different to that of many countries in the global North. As the Arab Spring has shown, youths across the region of the Middle East and North Africa (MENA) are keen to make a mark, and despite the internal conflicts and contests for power and influence, many young leaders are hoping to establish new forms of social cohesion which could lead to peace and prosperity within a globalised, interconnected world. This paper focuses on one aspect of the relationship between Arab youth and society, namely the difficult transition between formal education and employment. Drawing on, among other sources, a comparative study carried out across eight Arab states, the role which career education and guidance can play in the process is examined. This is followed by a case study of Palestine where, despite very challenging and difficult political and economic circumstances, significant and promising efforts have been made to help young people develop the life skills needed to engage with schooling in ways that do not only enhance learning, but also facilitate access to work and to self-employment. The paper argues that while career education and guidance (CEG) cannot possibly be expected to solve the disconnect between education and work, it does have a role to play in enhancing learning, in supporting transitions, and thus in contributing to both social and economic development goals.     

Adult education and the politics of knowledge: the relevance of Malta's Dun Gorg Preca

This paper sets out to explore the contribution that Dun Gorg Preca made to the development of adult education in the Maltese islands. Preca's achievements are situated historically in order to highlight more effectively his relevance to the development of the field. Qualities underlined in this account are Preca's commitment to the democratization of knowledge, his stance vis‐à‐vis the learner, opting to reach out to communities and to work at the grass roots rather than the formal institutional level, and his conviction that difficult knowledge, often used as a positional good by status groups, can, given the right pedagogical approach, be communicated to all learners, whatever their social and educational background.     

How Do Norwegian Reception Schools Cater to the Academic and Integrational Needs of Newly Arrived Minority Language Pupils: Cases From Two Municipalities

This article explores the perceptions and experiences of the professionals about integrational and academic programs for newly arrived minority language pupils in elementary reception classes in two Norwegian municipalities: Oslo and Trondheim. The data were collected through interviews, field conversations, and available relevant documents. The head teachers, subject coordinators, and reception teachers were interviewed. Framed by activity theory, the article offers a combinative analysis of all aspects of the reception classes. The findings reveal the complex layers of challenges built into the process of integrational and academic programs for newly arrived migrant pupils in the reception classes.