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Institutionalization of gender equality in Ivoirian public universities
By Kouassi Amenan Valerie Konin
Gender equality is an inevitable approach to social, economic, political and cultural development. It invades all areas where men and women exist. One of the most influential areas of social transformation in terms of gender equality is the university. Create, analyze, transmit, and transform knowledge to build new social and cultural paradigms. How do Ivorian universities officially integrate gender equality into their institutions? The purpose of this article is to analyze the process of institutionalization of gender equality in Ivorian public universities. The methodological protocol is integrates documentary research and semi-directive interview as a data collection technique. It turns out that in general, Ivorian public universities are at the beginning of an institutionalization process regarding gender equality since 2023. This formal institutionalization process was promoted by donors and the Ministry of Higher Education. However, the F & eacute;lix Houphouet-Boigny University and the Nangui Abrogoua University in Abidjan, the country's capital, are the two advanced in the subject at the level of university policies, structures, training and research and practices.
Professorial evaluation of the teaching-learning process of the discipline of Pharmacology in an Angolan university.
By Fernando Bange Cassenda Fernando
Background: The discipline of Pharmacology is taught in the fifth and sixth semesters with a load of 64 hours respectively in the university degree program in pharmaceutical sciences at the Jean Piaget Higher Polytechnic Institute of Benguela. Objective: to characterize the teachers' perception of the teaching learning process (TLP) of the discipline of Pharmacology. Methods: A cross sectional descriptive observational study was carried out in which a questionnaire with four dimensions and 25 variables was applied to the universe of teachers of the subjects of Pharmacology and Clinical Pharmacy. Results: On the planning and direction of the TLP of Pharmacology; sometimes the program and other official documents allow the teacher to be guided (100%). About the didactic orientation of the content; 85.7% of teachers gave an unfavorable response. In relation to the planning and direction of experimental activities as part of the resolution of a problem; 71.4% of teachers reported an unfavorable state of opinion regarding the preparation of teaching tasks promoting the use of ICTs. On the professional and scientificmethodological nature of the TLP; sometimes different forms of teaching organization are conceived (57.1%). About student learning; the development of students'skills in terms of learning is regular (100%). Conclusions: the development of the current TLP in the discipline of Pharmacology does not guarantee the acquisition of knowledge, skills and values, which enable the future professional performance of the graduate.
CHALLENGES IN DEVELOPING AND VALIDATING RESEARCH INSTRUMENTS IN THE AREA OF EDUCATION IN MOZAMBIQUE
By Vital de Melo Lopes Napapacha
The quality of a research is determined by the rigor of its methods. Successful data collection depends on the robustness of the instruments used to obtain them, according to their validity, objectivity and reliability. Thus, this qualitative literature review aims to analyze the models of elaboration and validation of data collection instruments in educational research of Mozambican Higher Education institutions. To this end, 30 undergraduate and 30 master's degree final projects were reviewed, with analysis focusing on the methodological part, namely regarding the procedures for developing the instruments and their validation. The results revealed that the instruments are created by the students and reviewed by their supervisors and co-supervisors. Methodologically, the works analyzed make limited mention (three dissertations) of the adoption of some process that can be recognized as an effort to validate research instruments; however, they do not strictly adopt the technical criteria for this purpose. Therefore, for the research findings to be even more qualified, it is suggested that the final projects in Mozambique, both undergraduate and postgraduate, begin to adopt greater methodological rigor regarding the procedures for developing and validating the instruments for obtaining data.
Considerations on the evolution of the teaching professionalization process in the angolan university context
By Cristina Lembe Simba Teixeira de Oliveira
This article describes the evolution of the teaching professionalization process in the Angolan university context. To this end, the following methods and techniques were used: historicallogical, documentary analysis, and observation. With the use of the methods and techniques referred to, three essential stages of the evolution of the teaching professionalization process in the Angolan university context were determined. The first stage refers to the process of prioritized attention for the development of the higher education subsystem. The second stage refers to the establishment, by the Angolan Government, of collaboration protocols with a significant number of countries and universities of international prestige, aimed at training and qualifying of staff that the country needs for its development. The third stage is based on the elaboration and implementation of actions leading to the improvement of the teaching professionalization process in the Angolan university context. The results obtained indicate that the process of teacher professionalization in the Angolan university context should base its pillars on the articulation of the substantive processes of the contemporary university: teaching, research, university extension, management, and internationalization.
COVID-19 pandemic. What have we learned?
By Bassat, Q
Since the COVID-19 pandemic was declared in March 2020, we have learned a lot about the SARS-CoV-2 coronavirus, and its role in pediatric pathology. Children are infected in a rate quite similar to adults, although in most cases they suffer mild or asymptomatic symptoms. Around 1% of those infected require hospitalization, less than 0.02% require intensive care, and mortality is very low and generally in children with comorbidities. The most common clinical diagnoses are upper or lower respiratory infections, gastrointestinal infection and, more seriously, multisystemic inflammatory syndrome (MIS-C). Most episodes do not require treatment, except for MIS-C. Remdesivir has been widely used as a compassionate treatment and its role has yet to be defined. The newborn can become infected, although vertical transmission is very low (<1%) and it has been shown that the baby can safely cohabit with its mother and be breastfed. In general, neonatal infections have been mild. Primary care has supported a very important part of the management of the pandemic in pediatrics. There has been numerous collateral damage derived from the difficulty of access to care and the isolation suffered by children. The mental health of the pediatric population has been seriously affected. Although it has been shown that schooling has not led to an increase in infections, but rather the opposite. It is essential to continue maintaining the security measures that make schools a safe place, so necessary not only for children's education, but for their health in general. (C) 2021 Asociacion Espanola de Pediatria. Published by Elsevier Espana, S.L.U.
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