This study investigated the differences between gender for effectiveness of career competencies training and integrative life planning on career aspirations, self-identity and congruity between the real and ideal self of adolescents in Lokoja, Nigeria. The sample consisted of 227 adolescents who scored low on Ego-identity scales and were found exhibiting low self-identity, which affected their career aspirations. They were made up of 114 males and 113 females. Quasi-experimental pre-test, post-test and control group design was used with the sample, which was randomly assigned to three groups. Career Competencies Training (CCT), Integrative Life Planning (ILP) and the control. A Self-Identity Questionnaire (SIQ), Congruity Questionnaire (CQ) and Career Aspiration Questionnaire (CAQ) were administered to the three groups before and after the experimental programmes. CCT and ILP groups were the training groups while the control was the waiting group. The statistical tools used were Means, Standard Deviation and ANCOVA. A null hypothesis was formulated to guide the study and was tested at 0.05 level of significance. There is no significant difference in the post-test scores on the self-identity, career aspiration, and congruity of real and ideal self of adolescents exposed to career competencies training, integrative life planning and the control group due to gender. The use of both training is therefore recommended. Parents should be encouraged to take cognizance of the congruity between the real self and the ideal self of their adolescents so that they can be properly guided on their career aspirations.

East Nusa Tenggara (ENT) is one of seven provinces in the eastern region of Indonesia that contribute to the large number of out of school children (OOSC). A research study has been carried out to investigate the characteristics of OOSC and to determine the statistical model explaining factors that influence the OOSC occurrence in the age group 13 – 15 years in ENT. Data of OOSC were obtained from the Education Department and Regional Planning Board in 6 selected districts in ENT that were produced from the community based education information system (CBEIS) survey in coordination with UNICEF Kupang in 2013. The districts were Sikka, Timor Tengah Selatan (TTS), West Sumba, East Sumba, Central Sumba and the City of Kupang. A response variable of the study was the state of the children’s education with the category ‘yes’ for school and ‘no’ for out of school. Data was then analysed using descriptive analysis and multiple logistic regression method. The analysis shows that there were 795 OOSC in 10350 children in the junior high school age group. The majority of them are males, living in the country side, have farmer parents, are from families with wealth quintile on the bottom class and have mothers with no education. Logistic analysis on the best model shows that literacy, working status, disability, occupation of household heads, wealth quintile, possession of birth certificate, living status are the factors that significantly affect the number of OOSC in the 13-15 age group. Odds ratio values of the first three factors are 26.5; 12.8 and 7.5 respectively.

The purpose of this study is to analyze the research trends in the South Korean Official Development Assistance (ODA), by examining the papers of degree thesis papers, project reports, and academic journals published from 2000 to 2015, as well as investigating and proposing the themes for future studies. According to the rubrics of analysis, from numerous papers, twelve thesis, twelve reports and eight academic journals were selected and considered following five analysis criteria; namely, published year, stakeholder of study, project procedure, methodology, and relevance to MDGs, the Millennium Development Goals. The results of the analysis are as follows: first, the papers associated with South Korean ODA for Ethiopia were published in 2008 for the first time. With steadily increasing numbers of thesis, reports, and journals, following after 2008, researches have conducted studies vigorously since 2011. However, investigations on the South Korean ODA for Ethiopia are noticeably insufficient, in comparison to the grant aids and concessional loans paid thus far. Secondly, the analysis appeared in twelve papers published by universities, eleven by government authorities, and eight by specialty magazines. Upon closer inspection, the government authority indicated Korea International Cooperation Agency (KOICA), and eight other specialty magazines, as well as the following: Korea Water Resources Association2), Korean Association of African Studies3), Korea Society of Agricultural Extension4), Korean Journal of Health Education and Promotion5), Journal of International Collaboration in Education6), Korea Research Society for Customs7),Perspectives in Nursing Science, The Women’s Studies8). Third, project procedure utilized as the criteria for the analysis. As a result, one feasibility study conducted in 2012 and 2013, one planning study in 2008 and 2010, two planning studies in 2013, one evaluation study in 2011 were identified. However, each project procedure paper for the 25 projects launched thus far were difficult to find. Papers for those have no relevance with ODA projects, and were considered as other studies. Fourth, papers relevant to the MDGs stand as such; 11 papers were linked with MDG 2, ‘Achieve universal primary education’. Three papers had relevance to MDG 1, ‘Eradicate extreme poverty and hunger’, one to MDG 3, ‘Promote gender equality’, three to MDG 5, ‘Improve maternal health’, four to MDG 6, ‘Combat HIV/AIDS malaria, and other diseases’, two to MDG 7, ‘Ensure environmental sustainability’, seven to MDG 8, ‘Develop a global partnership for development’. There were no papers connected with MDG 4, ‘Reduce child mortality’. Therefore, based on this trend analysis, broader spectrums and diverse methods of study should be implemented for the future studies with regard to the South Korean ODA for Ethiopia.

The purpose of this currents study was to examine the contributions of the contributions of leadership functions, supervision, and working motivation on teachers’ performance at public elementary school in one of the sub-districts in Jambi Province, Sumatra, Indonesia. Data were collected through a questionnaire from 122 teachers. The data were analyzed by using the descriptive analysis and regression analysis techniques, assistanced by the statistical application of the SPSS release 16.0. The findings of this study indicated that the leadership function included very high category with a mean value of 3.2657, supervision with a mean of 3.2608, motivation with a mean value of 3.3465, and teachers’ performance with the mean value of 3.4447. The findings of the simple regression analysis with a single-step method (entered) also indicated that the contribution of leadership function to teachers’ performance with a value of R Square was 47.6%, the contribution of supervision to teachers’ performance with a value of R Square was 45.3%, and the contribution of work motivation to teachers’ performance with a value of R Square was 69.3%. Furthermore, the findings of multiple the regression analysis showed that the contribution of leadership function, supervision, and working motivation altogether to teachers’ performance with the value of R Square was 74.3%. This study provided information for policy makers, school leaders, researchers, and teacher educators to understand how the contributions of the contributions of leadership functions, supervision, and working motivation affect teachers’ performance.

Students in higher education institutions come from different walks of lives, some with a wide experience from their daily work, personal, and lifelong learning activities. To better manage their lifelong learning (informal, non-formal and formal learning) activities, these students will benefit from putting together an e-portfolio that transcribes their learning experiences into a form that is both attractive and meaningful. A short online course titled “iGraphia” was designed and developed and made available as a pilot open online course to enable students to understand the nature and importance of an e-portfolio portfolios and who will be better able to connect informal and non-formal learning experiences with formal learning experiences by mapping and linking the various experiences as a set of learning journeys. This paper will report the design and development of the pilot course and on how the learning outcomes will be achieved by those who enroll.