The Right to Voice: Its Realization by Estonian and American Parents in Public Schools

Investigating parents’ formal engagement opportunities in public schools serves well to characterize the relationship between states and societies. While the relationship between parental involvement and students’ academic success has been thoroughly investigated, rarely has it been seen to indicate countries’ governing regimes. The researcher was curious to see whether and how does parents’ voice differ in different democracies. The hypothesis was that in mature regimes, institutional opportunities for formal parental engagement are plenty and parents are actively involved; while in young democracies there are less opportunities and the engagement is lower. The assumption was also that parental deliberation in expressing their dissatisfaction with schools differs across democracies: where it is more intense, there it translates to higher engagement. Parents’ informedness on relevant regulations and agendas was assumed to be equally average, and their demographic background to have similar effects on engagement. The comparative, most different systems design was employed where public middle schools last graders’ parents in Tartu, Estonia and in Huntsville, Alabama the United States served as a sample. The multidimensional study includes the theoretical review, country and community analyses, institutional analysis in terms of formal parental involvement, and parents’ survey. The findings revealed sizeable differences between parents’ engagement levels in Huntsville and Tartu. The results indicate passivity in both communities, while in Tartu the engagement seems to be alarmingly low. Furthermore, Tartu parents have much less institutional opportunities to engage. In the United States, multilevel efforts to engage parents are visible from local to federal level, in Estonia similar intentions seem to be missing and meaningful parental organizations do not exist. In terms of civic education there is much room for development in both countries. The road will be longer for a young democracy Estonia in transforming its institutional systems from formally democratic to inherently inclusive.

Complementary medicine courses in Swiss medical schools: actual status and students' experience

In line with growing public popularity of complementary and alternative medicine (CAM), courses in CAM have been implemented in Medical Schools internationally, but as yet in an uncoordinated and heterogeneous way. In Switzerland, comprehensive data about CAM education at Medical Faculties are lacking.

Curriculum survey on tobacco education in European dental schools

Dental professionals need adequate education in tobacco use prevention and cessation skills. The aim of this study was to identify the level of integration of tobacco education in undergraduate curricula of European dental schools.

Assessment of water and sanitation infrastructure at primary schools in Rakai District, Uganda

“Addressing water problems will help improve sanitation.” This relationship identified by a primary school teacher in Rakai District, Uganda, was a key component in understanding how water and sanitation technologies interact and how identified successes, challenges, and improvements would enhance schools’ water and sanitation condition. In this study, researchers and Ugandan counterparts visited 49 primary schools in Rakai District to assess the existing water and sanitation infrastructure of government and private schools. Researchers were specifically interested in learning which technologies were being used and why they were working or not. Through the development of a unique water and sanitation assessment tool, schools have been placed in to four relationship quadrants to rate existing water and latrine use standards. Recommendations including improved rainwater use and sanitation through composting have been offered to schools sampled.

PERSPECTIVES ON ICT ADOPTION IN UGANDAN SCHOOLS

This report discusses steps for the integration and adoption of information and communication technologies (ICT) in Uganda schools. Barriers of ICT adoption for teachers were determined through surveys at three schools in Eastern Uganda. Teachers identified lack of familiarity of ICT resources and lack of ICT skills as the two greatest barriers to ICT integration. Administrators and staffs were also interviewed to determine current resources. Through observations, interviews and collected data the report addresses two major ideas, promoting utilization of ICT resources and development of sustainable ICT programs. Promotion of utilization not only relies on overcoming the major barriers listed, but also developing a positive attitude of ICT. Sustainability is an issue reliant on all three groups of the school community; administration, staff and users.