Peer-reviewed international research papers published open-access with EOI assignment and global indexing across engineering, computer science, environmental science, social sciences, and more.
Natalia Cristina Gomes Temponi, Paula Cristina da Costa Alcantara, Aline Marques de Castro Chagas, Paulo Vinicius de Oliveira Bastos, Ingrid Graf Vianna Salles, Adrielen Henrique Picoli, Caroline dos Santos Alcantara Oliveira, Sabrina dos Santos Carvalho
Background: Clear aligner therapy (CAT) has become one of the most widely adopted orthodontic modalities over the past two decades, driven by aesthetic demand, digital workflow integration, and perceived comfort advantages over fixed appliances. However, its biomechanical envelope remains narrower than that of conventional brackets and wires, and clinicians continue to debate which cases fall inside and outside its predictable range.
Materials and Methods: This narrative review compiles evidence from PubMed, Scopus, Web of Science, and Consensus covering publications from 2013 to 2026, without a formal PRISMA protocol, on the materials science, clinical effectiveness, periodontal and microbiological effects, biomechanical limitations, and artificial intelligence (AI) applications of CAT.
Results: CAT achieves outcomes comparable to fixed appliances in mild-to-moderate malocclusions and offers periodontal and hygiene advantages, but remains less predictable for root torque, rotation of rounded teeth, vertical movements (intrusion/extrusion), and complex extraction cases, where fixed appliances retain superiority. Skeletal discrepancies, severe crowding, and open-bite correction in hyperdivergent patients frequently require adjuncts (temporary anchorage devices, attachments) or hybrid fixed/aligner protocols. AI is increasingly embedded across the aligner workflow — in diagnosis and cephalometric analysis, root and bone movement prediction, attachment design, and remote monitoring platforms — narrowing, but not eliminating, the gap between predicted and achieved tooth movement.
Conclusion: Clear aligners are an effective, evidence-based option for a well-defined subset of malocclusions. Recognizing their biomechanical limitations and reserving them for appropriately selected cases — with adjunctive mechanics or AI-assisted planning where indicated — is essential for predictable outcomes. Further prospective, standardized research is needed to validate AI-driven prediction tools against actual clinical results.
Retail brands increasingly rely on experiential marketing to build durable relationships with shoppers, yet the precise emotional mechanisms that convert a single store visit into lasting trust remain poorly mapped in developing-economy retail contexts. This study examines how two distinct affective states generated during shopping — emotional attachment and emotional engagement — relate to two separate components of brand trust, namely perceived credibility and perceived reliability, among modern trade shoppers in South East Nigeria. A cross-sectional survey of 384 shoppers was conducted across Abia, Anambra, and Enugu States, and the resulting data were analyzed with descriptive statistics and simple linear regression. Emotional attachment was found to be a strong predictor of perceived brand credibility (β = 0.702, R² = 0.417, p < 0.05), explaining approximately 42% of the variance in that outcome. Emotional engagement, in turn, was a stronger predictor of perceived brand reliability (β = 0.802, R² = 0.556, p < 0.05), accounting for roughly 56% of its variance. The pattern indicates that different emotional states feed into different trust judgments rather than one general 'feeling' driving trust as a whole. The paper closes with practical guidance for retail managers on designing emotional touch points without losing operational consistency.
Keywords: experiential marketing, emotional attachment, emotional engagement, brand trust, brand credibility, brand reliability, modern trade retailing
Child labour remains a significant global challenge, affecting approximately 160 million children, with nearly half engaged in hazardous work that threatens their health, development, and well-being (International Labour Organisation [ILO] & United Nations Children’s Fund [UNICEF], 2021). This study examines the mental health outcomes, particularly psychological distress, associated with children’s participation in informal sector labour. Guided by Bronfenbrenner’s Ecological Systems Theory, the study conceptualises child labour as a product of interacting environmental factors, including household poverty, family instability, community conditions, and broader socioeconomic structures. A qualitative research design was employed to explore the lived experiences of children aged 8–17 engaged in informal occupations in Mtapa, Gweru, Zimbabwe. Data were generated through in-depth interviews, observations, and focus group discussions and were analysed thematically. Findings indicate that children experienced anxiety, depression, chronic stress, emotional exhaustion, trauma-related symptoms, disrupted schooling, reduced peer interaction, and diminished self-esteem. These challenges were intensified by poverty, family instability, limited access to mental health services, and inadequate social protection. The study concludes that addressing informal sector child labour requires integrated interventions combining poverty reduction, educational support, child protection, labour regulation, psychosocial services, and strengthened collaboration among government, non-governmental organisations, families, and communities.
This study evaluated the socio-economic impacts of climate variability on smallholder farming households in Bugesera District, Rwanda, spanning 2007 to 2025. Employing a mixed-methods design, primary data were collected via questionnaires and interviews from 400 farmers across Nyamata, Ruhuha, Juru, Gashora, and Mareba sectors, integrated with secondary meteorological records (2007–2025) and analyzed using trend, correlation, and regression techniques. Meteorological findings revealed significant climate volatility, with pronounced rainfall deficits in 2011, 2014, and 2017, contrasting with extreme precipitation in 2022 (1,416.4 mm), alongside a continuous upward thermal trajectory. Socio-economic results demonstrated widespread adverse impacts: 68% of respondents reported climate-induced yield declines, 72% experienced reduced household income, and 64% suffered recurrent seasonal food shortages, with Juru and Mareba exhibiting the highest vulnerability. Inferential and econometric modeling confirmed strong, statistically significant negative relationships between climatic stressors (rainfall variability, rising temperatures, climate extremes) and agricultural productivity, household income, and food security (p < 0.05). Conversely, access to adaptation strategies, such as irrigation, drought-tolerant crop varieties, and income diversification, positively contributed to livelihood resilience (β = +0.38, p = 0.005). The study concludes that climate variability directly destabilizes rain-fed agricultural systems and rural welfare in Bugesera District. Expanding irrigation infrastructure, scaling climate-resilient agrarian practices, improving localized weather forecasting, and strengthening institutional financial support are urgently recommended to enhance long-term adaptive capacity and socio-economic resilience.
This study examined the implementation of Individualized Education Program (IEP) accommodations in high schools within Lancaster County School District, focusing on teachers’ experiences, instructional practices, and perceived effects on student learning. Guided by Universal Design for Learning (UDL), a qualitative case study design was used, with semi-structured interviews conducted among eight purposively selected general and special education teachers. Thematic analysis shows that while teachers value IEP accommodations for promoting equity and access, they face major implementation challenges, including large class sizes, limited instructional time, inadequate training, and insufficient resources. Some teachers integrate accommodations into lesson planning, while others apply them inconsistently due to workload and competing demands. Findings also indicate that although accommodations improve student engagement and confidence, their impact on academic achievement remains unclear. The study concludes that implementation challenges are driven more by structural and institutional constraints than by teacher willingness or awareness. It recommends strengthening instructional support systems, enhancing professional development, increasing curriculum flexibility, improving resource provision, and embedding inclusive practices within school leadership structures to ensure consistent implementation
ABSTRACT
According to the WHO (1988), personnel are often considered the fundamental element of any enterprise's production system. Achieving an optimal state of physical, mental, and social well-being in the workplace is the focus of this article, which examines the services involved in Workplace Health Promotion within higher education and scientific research institutions in the Democratic Republic of the Congo.
In light of national legislation and international labor standards, it is important to highlight the discrepancy between legal provisions and the reality experienced by workers in the DRCspecifically those at the *Institut Supérieur des Techniques Médicales de Kinshasa* (ISTM-Kinshasa), the site of our study. Our study population consisted of all staff members within the institution's occupational health and safety departments. We employed Talcott Parsons' structural-functionalist analysis as our methodological framework and used interviews for data collection.
Furthermore, the study results indicate that the Congolese State fails to implement a sustainable, participatory management paradigm conducive to quality assurance, safety, and health promotion for the ISTM-Kinshasa staff under its purview. This is due to several factors, notably a poor management culture and a failure to comply with enacted laws and ratified international standards. Indeed, our study reveals an absence of preventive approaches regarding occupational risks, physical and mental well-being, and the adaptation of working conditionselements that form the foundation of Workplace Health Promotion in this public institution.
L’objectif de cette étude est d’évaluer l’impact du déterminant de l’éthique sur la performance financière et non financière des établissements universitaires publics marocains, en privilégiant le déterminant respect.
L’enquête permet d’évaluer les liens entre les différentes variables du modèle de recherche à l’aide des analyses de régressions multiples. Le test d’hypothèse réalisée sur l’échantillon des gestionnaires composé de 53 Observations.
D’après l’analyse des données collectées, on a pu conclure que le respect au sein des 142 établissements universitaires enquêtés impact leur performance.
This study examined the factors associated with unemployment and its socioeconomic effects among residents of the Municipality of Milagros, Masbate. Specifically, it determined the respondents’ demographic profile, identified factors associated with unemployment, assessed the socioeconomic effects of unemployment, and proposed an employment and livelihood intervention program. A total of 393 residents participated in the study. The findings showed that most respondents were aged 25–34 years, female, married, and had reached high school level. A considerable proportion were unemployed, while most respondents belonged to households with a monthly income below ₱10,000. Results revealed that educational factors were strongly associated with unemployment, particularly skills mismatch, limited educational qualifications, inadequate career guidance, and insufficient technical and vocational training. Skills and work experience were also identified as significant factors. Government employment and livelihood programs received a high level of agreement, emphasizing the need for more livelihood opportunities, TESDA skills training, LGU employment opportunities, DOLE programs, and strengthened PESO job placement services. Personal and family-related factors, including financial difficulties, limited self-confidence, health concerns, and family responsibilities, were likewise associated with unemployment. The socioeconomic effects were substantial, particularly in reduced household income, difficulty meeting basic needs, limited educational support, challenges in accessing healthcare, increased anxiety and emotional stress, family conflicts, and reduced community participation. The study concluded that unemployment has multidimensional effects on the quality of life of residents and requires coordinated interventions. Consequently, the Milagros Employment Enhancement and Livelihood Development Program (MEELDP) was proposed to promote sustainable employment, skills development, entrepreneurship, livelihood opportunities, and stronger collaboration among government agencies, educational institutions, private organizations, and community stakeholders.
This study is aimed at examining the role of carbon credits in supporting local development and ecological resilience in Befale, Tshuapa Province, and Democratic Republic of Congo. In particular, how ecosystem services and revenues from non-timber forest products (NTFPs) are valued and contribute to socio-economic well-being and forest conservation. The sample area is 16,797 km² and has a humid equatorial climate, dense hydrographic network and steady population growth. MODIS and Landsat satellite series (2005-2025), climatic databases (WorldClim, Meteo Congo) and institutional reports (FAO, CIFOR, UNFCCC, World Bank) are used. The study is informed by documentary methods and descriptive-diachronic analysis to integrate land use, demographic dynamics and historical context. There is a loss of 67,000 ha of humid forest over two decades, but the NDVI value of 0.70-0.85 shows ecological resilience. NTFPs provide households with annual incomes of USD 150-200, essential for food security, and carbon credits are projected to generate USD 7.5 million by 2025, and they have the potential to change the socio-economic landscape. The results show that NTFPs are in concert with deferred rents (carbon credits) if governance is good and benefits are shared in a fair way. We would be interested to make sure that we have regulatory and certification mechanisms that are transparent in our systems and NTFPs should be valued locally.
The East African Community (EAC) Regional E-Health and Telemedicine Implementation Framework (EAC-REHTIF) represents a landmark institutional effort to advance digital health integration across Burundi, the Democratic Republic of Congo, Kenya, Rwanda, South Sudan, Tanzania, and Uganda. This paper presents a comprehensive situational analysis of the eHealth and telemedicine landscape within the EAC region, drawing on primary stakeholder consultations, literature review, policy analysis, benchmarking with international region-al economic communities, and multi-country survey data. The study reveals that, while political will exists and national digital health frameworks are progressively being adopted across Partner States, the region continues to face systemic challenges including weak governance structures, inadequate infrastructure, limited interoperabil-ity, insufficient human capital, and high dependency on donor financing. Benchmarking with the European Un-ion, Association of Southeast Asian Nations (ASEAN), and Pan American Health Organization (PAHO) high-lights global best practices adaptable to the EAC context. The resultant implementation framework articulates eight strategic objectives spanning legal and regulatory reform, leadership and governance, human capital devel-opment, standards and interoperability, infrastructure development, digital services and applications, research and innovation, and multisectoral partnership. The framework, covering the period 2024/25–2033/34, establishes a vision of 'health for all' through an ecosystem-based approach. Findings provide a practical policy instrument for EAC institutions, Partner States, and development partners in advancing universal health coverage (UHC) and the Sustainable Development Goal 3 (SDG 3) across the region.
This study examined the institutional factors influencing financial reporting quality under International Financial Reporting Standards (IFRS) at COPEDU PLC, a Tier-1 microfinance institution in Rwanda. Using a convergent mixed-methods case study design, data were gathered through a census survey of 13 staff members, documentary analysis of audited financial statements (2022–2024), and semi-structured interviews with four senior functional heads. Perceptual survey results yielded a grand composite mean of 4.304 on a five-point scale, indicating strongly positive self-assessed reporting quality, led by high scores in IFRS compliance (mean = 4.516) and regulatory support (mean = 4.297), whereas awareness and training recorded the lowest score (mean = 3.758). Documentary analysis verified strong overall transparency, comparability, and relevance disclosures, but identified three specific presentation anomalies in the 2023 reports: an unpopulated line item in the statement of cash flows (IAS 7), an un-disaggregated net impairment recovery presented on an expense row (IAS 1), and superseded "Available for sale" terminology (IAS 39). Thematic analysis confirmed a strong compliance culture and capable core banking software, but highlighted operational data-capture errors at branch touchpoints and a severe lack of role-specific technical training. Operationalizing these findings through a Decoupling Risk Index revealed that the reliability dimension exhibited the largest gap (22.5%) between staff perception and verified documentary output. The study concludes that while coercive regulatory enforcement successfully established macro-level compliance structures, lagging normative mechanisms created presentation-level decoupling. Recommendations include implementing structured role-specific training, strengthening branch data-capture controls, and establishing pre-publication disclosure verification checklists.
Cette étude analyse la perception des élèves de 3e année des humanités sur l’orientation fondée sur le TENASOSP et les effets qu’ils lui attribuent sur leur performance scolaire dans la sous-division éducative de Punia. Elle s’inscrit dans une approche descriptive et a mobilisé un questionnaire administré à 203 élèves issus de neuf écoles publiques, complété par l’exploitation de documents scolaires.
Les résultats montrent qu’une majorité des élèves estime que leur option actuelle correspond à celle proposée après le TENASOSP, comprend l’objectif du test et considère que celui-ci aide à choisir une bonne option. Toutefois, plusieurs enquêtés signalent des difficultés d’adaptation, et certains estiment que des élèves sont mal orientés. Sur le plan scolaire, la plupart des répondants se situent dans une zone de performance moyenne, tout en affirmant que l’orientation influence leurs résultats. L’étude conclut que l’orientation issue du TENASOSP est globalement perçue positivement, mais qu’elle nécessite un accompagnement plus soutenu pour réduire les difficultés d’ajustement et améliorer ses effets sur la réussite scolaire.
Cette étude examine la mise en œuvre de l’orientation scolaire fondée sur le Test National de Sélection, d’Orientation Scolaire et Professionnelle (TENASOSP) dans la sous-division éducative de Punia, en République Démocratique du Congo. Elle analyse, d’une part, les pratiques d’affectation des élèves après le test et, d’autre part, le rôle des conseillers d’orientation, des chefs d’établissement et des parents dans le processus décisionnel.
L’étude adopte une approche descriptive fondée sur un questionnaire administré à 203 élèves de 3e année des humanités issus de neuf écoles publiques, complété par une analyse documentaire des bulletins et des archives scolaires.
Les résultats montrent que l’orientation repose officiellement sur les performances au TENASOSP, mais qu’elle est aussi influencée par la disponibilité des options, les attentes parentales et les contraintes institutionnelles. Une proportion importante d’élèves estime que l’orientation tient compte de leurs capacités intellectuelles, mais signale également des cas de mauvaise affectation et d’inadéquation entre les options reçues et les préférences personnelles. Les données indiquent en outre que le rendement scolaire est perçu comme lié à la qualité de l’orientation reçue. L’étude conclut que l’efficacité du TENASOSP dépend moins de l’outil d’évaluation lui-même que de la transparence, de la cohérence et de l’accompagnement du processus d’orientation.
Cette étude porte sur les styles de gestion de classe des enseignants de 6e année primaire du territoire de Watsa. Elle s’inscrit dans une perspective descriptive visant à identifier les pratiques dominantes de gestion de classe à partir d’un questionnaire inspiré d’Altet (1993), administré à 39 enseignants sélectionnés dans 39 écoles réparties selon les régimes de gestion. Les données ont été analysées à l’aide de fréquences et de pourcentages afin de mettre en évidence les orientations pédagogiques adoptées par les enseignants dans la régulation de la discipline, la gestion des conflits, la coopération, l’inclusion et la représentation du rôle enseignant.
Les résultats montrent une prédominance du style interventionniste dans plusieurs dimensions de la gestion de classe, notamment dans la fixation des règles, l’organisation des tâches, la gestion des querelles et le traitement des retards. Toutefois, certaines pratiques interactionnistes apparaissent dans la gestion du bruit, la coopération et l’inclusion des élèves. Le style non interventionniste demeure peu représenté. Globalement, les enseignants de Watsa combinent des postures d’autorité, de régulation et, dans une moindre mesure, de concertation. Ces résultats invitent à renforcer la formation des enseignants à des pratiques de gestion de classe plus équilibrées, favorisant à la fois l’ordre, la participation et le climat relationnel.
Cette étude examine le rendement des écoliers de 6e année primaire du territoire de Watsa en mathématiques et en compréhension de texte en français. Elle s’inscrit dans un contexte où plusieurs recherches en République démocratique du Congo signalent des difficultés persistantes dans l’acquisition des compétences de base au primaire. L’étude a été menée auprès de 1 608 élèves sélectionnés dans 39 écoles réparties selon les régimes de gestion d’enseignement. Les données ont été collectées à l’aide de deux épreuves standardisées, l’une en mathématiques et l’autre en lecture compréhension, puis analysées à l’aide de statistiques descriptives.
Les résultats montrent un rendement moyen de 23,22 points sur 51 en mathématiques, soit 43,81% de réussite, contre 5,64 points sur 10 en lecture compréhension, soit 56,41%. Ces résultats révèlent des performances globalement faibles, particulièrement en mathématiques, ainsi qu’une forte dispersion des scores, traduisant une grande hétérogénéité des acquis scolaires. L’étude met en évidence la nécessité de renforcer les pratiques pédagogiques et de soutenir davantage les apprentissages fondamentaux dans les écoles primaires du territoire de Watsa.
Agricultural projects play a significant role in promoting food security, employment creation, and poverty reduction in Rwanda, particularly in rural districts such as Rubavu. However, many agricultural projects experience performance challenges due to internal conflicts arising from resource allocation disputes, leadership disagreements, poor communication, and limited transparency. This study assessed the effect of conflict management strategies: avoidance, accommodation, compromise, and collaboration on the performance of agricultural projects in Rubavu District, Rwanda. Guided by the Thomas–Kilmann Conflict Mode Instrument (TKI Model) and Goal-Setting Theory, the study adopted a mixed-method research design integrating descriptive and correlational approaches. The target population consisted of approximately 24,525 individuals involved in agricultural projects in Rubavu District, from which a sample of 378 respondents was selected using stratified, purposive, and simple random sampling techniques; 333 (88%) fully completed and returned questionnaires. Data were collected using structured questionnaires and interview guides and analysed in SPSS Version 28. Instrument validity was confirmed by a Content Validity Index (CVI) of 0.85, and reliability was confirmed by Cronbach's Alpha values ranging from 0.79 to 0.86 per construct (overall α = 0.85). Findings revealed that avoidance strategy had a strong positive effect (R² = 0.513, β = 0.705, p = 0.000); accommodation had a moderate positive effect (R² = 0.188, β = 0.466, p = 0.000); compromise showed a moderate positive effect (R² = 0.261, β = 0.546, p = 0.000); and collaboration had a strong positive effect (R² = 0.307, β = 0.559, p = 0.000). The combined model explained 58.5% of the variation in project performance (R² = 0.585, F = 115.51, p = 0.000), with avoidance as the strongest combined predictor (β = 0.534), followed by collaboration (β = 0.203) and compromise (β = 0.131). Accommodation was not statistically significant in the combined model (p = 0.353). The study concludes that effective conflict management, particularly through collaboration, compromise, and strategic avoidance, significantly enhances agricultural project performance. It is recommended that project managers prioritize collaboration and compromise, apply avoidance strategically, and use accommodation judiciously to maintain harmony while ensuring fairness.
Keywords: Conflict management, Avoidance, Accommodation, Compromise, Collaboration, Project performance, Agricultural projects.
This study critically examines the legal dynamics and institutional synergy between the World Intellectual Property Organization (WIPO) and the World Trade Organization (WTO) in governing contemporary international trade and intellectual property (IP) protection. Historically operationalized as distinct institutional mechanisms WIPO focusing on administrative standards and international legal harmonization, and the WTO regulating market access and trade liberalization the global economic landscape demanded their structural convergence. This shift culminated in the landmark 1994 Agreement on Trade-Related Aspects of Intellectual Property Rights (TRIPS) and the formal 1995 WIPO-WTO Cooperation Agreement. This paper systematically evaluates the legal mechanics through which these institutions operate independently and collaboratively to establish uniform IP enforcement, mitigate non-tariff barriers, foster technological transfer, and resolve complex cross-border disputes. Through detailed legal analysis and practical case studies—including the high-stakes China-EU dispute regarding Standard Essential Patents (SEPs) rate-setting and global anti-suit injunctions, alongside the US-EU copyright exemption friction under TRIPS Article 13—this study illuminates the operational achievements, systemic tensions, and jurisdictional balances within the dual-institutional governance model. Finally, the paper provides forward-looking insights on how WIPO and the WTO can adapt their legal frameworks to meet modern trade complexities, including digital trade, artificial intelligence, and green technology transfers.
Background: The transition from a protected student environment to professional nursing practice is a critical juncture marked by significant psychological and professional stress. In resource-constrained public healthcare settings within South Africa, this phase frequently manifests as transition shock, accelerating early career burnout and turnover.
Objectives: To explore and describe the experiences of transition shock among newly qualified registered nurses in selected public regional hospitals in the Limpopo Province, South Africa.
Method: A qualitative, exploratory, descriptive, and contextual research design was deployed. Purposive sampling was used to select newly qualified registered nurses (N=15) with less than three years of professional experience working in public regional hospitals. Data were gathered through in-depth, semi-structured individual interviews and analysed using Tesch’s inductive open-coding thematic framework.
Results: Four central themes emerged from the thematic analysis: (1) contextual triggers of transition shock, characterized by a sharp theory-practice gap and overwhelming workloads; (2) emotional and professional responses, including acute anxiety and fear of clinical responsibility; (3) systemic barriers worsening transition shock, notably horizontal violence and absent mentorship; and (4) factors easing transition shock, highlighting the buffering capacity of peer support and informal orientation.
Conclusion: Newly qualified nurses encounter profound transition shock exacerbated by structural deficiencies and unsupportive workplace cultures. While informal peer networks offer temporary relief, systemic interventions are urgently required.
This study explores the lived experiences of residents in Kabuhian, Barangay Kimaya, Jasaan, Misamis Oriental, Northern Mindanao, Philippines. This study examines the lived experiences of residents in Kabuhian using a qualitative phenomenological design; ten participants shared encounters with hazards such as landslides, soil erosion, and road blockages. Findings revealed that livelihood dependence, bayanihan (communal cooperation), and faith-based endurance are central to survival. Despite poor road access and limited institutional support, residents sustain farming and small-scale trading, drawing strength from ancestral ties and solidarity. Kabuhian exemplifies resilience as a continuous, lived process rooted in identity, cooperation, and resourcefulness.
Effective project planning is critical for the successful implementation of rural electrification projects, ensuring timely resource allocation, coordination, and adherence to project budgets. In Rubavu District, delays, cost overruns, and coordination challenges persist despite Rwanda's efforts to expand electricity access under the Electricity Access Rollout Project (EARP) and the Energy Access and Quality Improvement Project (EAQIP). This study examined the influence of project planning practices on the implementation of rural electrification projects, focusing on financial planning, material resource planning, stakeholder planning, and risk planning. Guided by the Resource-Based View (RBV) Theory, the Project Management Triangle, and the Theory of Constraints (TOC), the study adopted descriptive and correlational research designs using mixed methods. The target population comprised 240 stakeholders, including project managers, engineers, procurement officers, government energy officials, local contractors, and community representatives. A sample of 150 respondents was selected through purposive and simple random sampling; 132 (88%) fully completed and returned questionnaires. Data were collected using structured questionnaires, interview guides, and document review. Validity was confirmed by a Content Validity Index (CVI) of 0.81, and reliability by a Cronbach's Alpha of 0.82 (overall). Data were analyzed using descriptive statistics, Pearson correlation, and multiple regression in SPSS version 28 at α = 0.05. All four null hypotheses were rejected: financial planning (R² = 0.880, β = 0.617, p = 0.000), material resource planning (R² = 0.843, β = 0.836, p = 0.000), stakeholder planning (R² = 0.576, β = 0.734, p = 0.000), and risk planning (R² = 0.390, β = 0.645, p = 0.000) each significantly and positively influenced project implementation. The combined model explained 93.1% of the variance (R² = 0.931, F = 428.72, p = 0.000), with material resource planning as the strongest predictor (β = 0.436), followed by financial planning (β = 0.418) and stakeholder planning (β = 0.191). Risk planning was not statistically significant in the combined model (p = 0.762). The study concludes that integrated project planning practices significantly enhance the implementation of rural electrification projects in Rubavu District.
Keywords: Financial Planning, Material Resource Planning, Stakeholder Planning, Risk Planning, Project Implementation, Rural Electrification.
Résumé
Cet article présente une étude des fonctions pédagogiques des questions posées par les enseignants dans les classes d’anglais langue étrangère (EFL) au secondaire à Bumba, en République Démocratique du Congo (RDC). Bien que les questions des enseignants aient été largement étudiées sous l’angle structurel, on en sait peu sur les fonctions pédagogiques qu’elles remplissent dans les classes d’EFL. En adoptant une approche qualitative descriptive, cette recherche a exploré les fonctions pédagogiques des questions en analysant seize observations de classe et quatre entretiens semi-directifs avec des enseignants d’anglais à Bumba. Un total de 310 questions d’enseignants ont été analysées afin d’identifier les fonctions pédagogiques qu’elles remplissaient dans les classes observées. Les résultats ont révélé six fonctions pédagogiques majeures des questions en classe d’EFL, par ordre décroissant : vérifier la compréhension (38,1 %), favoriser la pratique (28,1 %), susciter les connaissances préalables (10,9 %), guider la progression de la leçon (9,0 %), gérer l’interaction (8,4 %) et stimuler la réflexion (5,5 %). Les fonctions pédagogiques des questions des enseignants dépassent la simple sollicitation de réponses des apprenants ; elles permettent à l’enseignant de s’engager dans le suivi pédagogique, l’orchestration, la régulation, la promotion de la pratique et la stimulation de la pensée. Cette étude contribue à la compréhension de l’importance des questions des enseignants comme outil pédagogique en complétant la description structurelle des questions par une perspective fonctionnelle centrée sur le travail pédagogique qu’elles accomplissent en classe. Elle offre également des implications pratiques pour la formation et le développement professionnel des enseignants.
Mots-clés : questions des enseignants, fonctions pédagogiques, discours en classe, EFL, enseignement secondaire
Le questionnement de l’enseignant constitue un phénomène critique dans l’interaction en classe, mais il reste peu étudié en République Démocratique du Congo (RDC). Cette recherche vise à contribuer à la compréhension des types de questions utilisées par les enseignants d’anglais dans les écoles secondaires. Elle s’est concentrée sur l’usage des questions de type « display » et « référentielles », ainsi que des questions ouvertes et fermées. Quatre enseignants d’anglais ont été observés dans quatre écoles secondaires de Bumba. Au total, seize leçons ont été enregistrées en vidéo, et les questions des enseignants ont été identifiées et catégorisées à l’aide de statistiques descriptives. Un corpus de 310 questions a été analysé. Les résultats ont révélé que les questions de type « display » représentaient 90,3 % des questions, tandis que les questions référentielles constituaient 9,7 %. De plus, 84,2 % des questions étaient fermées et 15,8 % ouvertes. L’étude a conclu que les enseignants posaient principalement des questions « display » et fermées pour vérifier la compréhension et réviser la leçon, laissant peu de place à la participation des apprenants. Elle recommande que les enseignants posent davantage de questions référentielles et ouvertes afin de faciliter l’interaction et la production des apprenants en classe d’anglais langue étrangère (EFL).
Mots-clés : questionnaire de l’enseignant, classe d’EFL, interaction, questions « display », questions référentielles, questions fermées, questions ouvertes.
La compréhension en lecture constitue une compétence essentielle pour la réussite académique, mais de nombreux apprenants d’anglais langue étrangère (EFL) en Afrique subsaharienne peinent à atteindre la maîtrise requise. Cette étude a évalué la compétence en compréhension de lecture de 316 apprenants intermédiaires dans cinq écoles secondaires de Bumba, un territoire rural de la province de Mongala, en République démocratique du Congo. En adoptant un plan quantitatif descriptif et un test de compréhension élaboré par le chercheur, mesurant la compréhension littérale, inférentielle et évaluative, l’étude a révélé que le score moyen global était de 39,6 %, nettement inférieur au seuil de réussite fixé à 50 %. Soixante pour cent des apprenants n’ont pas atteint le niveau de compétence attendu. Les apprenants ont obtenu leurs meilleurs résultats aux questions littérales (56-60 %), mais ont montré de graves difficultés en compréhension inférentielle (24-26 %) et évaluative (18,4 %). La lecture en dehors de la classe était pratiquement inexistante, 93,3 % des apprenants ne lisant jamais ou rarement des documents en anglais en dehors de l’école. Le vocabulaire est apparu comme l’obstacle principal à la compréhension. L’étude propose des stratégies fondées sur des données probantes pour améliorer la compétence en lecture dans les contextes ruraux EFL, notamment des programmes de développement du vocabulaire, un enseignement explicite des stratégies de lecture, des activités d’activation des schémas avant la lecture, ainsi qu’un investissement dans des supports de lecture culturellement pertinents. Ces résultats soulignent l’urgence d’une réforme curriculaire, du développement professionnel des enseignants et d’un investissement systémique dans les ressources de lecture dans les environnements éducatifs sous-dotés.
Mots-clés : compréhension en lecture, EFL, apprenants intermédiaires, vocabulaire, compréhension inférentielle, éducation rurale, stratégies de littératie.
Cette étude présente une évaluation de référence de la compétence en compréhension de lecture chez des apprenants intermédiaires d’anglais langue étrangère (EFL) dans les écoles secondaires de Bumba, en République démocratique du Congo. Un plan de recherche quantitatif descriptif a été utilisé auprès de 316 apprenants (164 de première année et 152 de deuxième année) issus de cinq écoles secondaires. Les données ont été recueillies au moyen d’un test de compréhension de lecture élaboré par le chercheur, adapté du programme national, ainsi que d’un questionnaire oral sur les habitudes de lecture. Les résultats révèlent que les apprenants intermédiaires EFL de Bumba présentent une compétence en compréhension de lecture extrêmement faible, avec un score moyen global de 39,6 %, bien en deçà du seuil de réussite fixé à 50 %. Les apprenants réussissent relativement mieux en compréhension littérale (57,9 %), mais rencontrent de grandes difficultés en compréhension inférentielle (25,4 %) et évaluative (18,4 %). Les facteurs contributifs incluent une connaissance limitée du vocabulaire, l’absence quasi totale de lecture en dehors de la classe (93,3 % ne lisent jamais ou rarement en anglais hors de l’école), le manque de matériel de lecture (83,3 % n’ont aucun livre en anglais à la maison), et une focalisation pédagogique insuffisante sur les compétences de compréhension de haut niveau. Ces résultats ont des implications urgentes pour les politiques et les pratiques éducatives. L’étude recommande un développement professionnel accru des enseignants en matière d’enseignement des stratégies de lecture, un investissement stratégique dans les matériels de lecture, une révision curriculaire mettant l’accent sur la compréhension inférentielle et évaluative, ainsi que la promotion des habitudes de lecture en dehors de la classe.
Mots-clés : compréhension en lecture, EFL, éducation rurale, apprenants intermédiaires, évaluation de référence.
Job satisfaction among public servants in Butembo appears to be a multidimensional phenomenon resulting from the interaction of material, organizational, social, and intrinsic factors. While difficulties related to remuneration and working conditions constitute sources of dissatisfaction, the sense of social usefulness, job stability, recognition, and professional relationships contribute to maintaining a relatively favorable level of satisfaction. In a context marked by economic, institutional, and security crises, the meaning attached to work and the feeling of contributing to the well-being of the population thus constitute important resources that enable public servants to continue performing their duties despite professional constraints.
Overall, the results highlight a differentiated influence of sociodemographic and professional characteristics on the various components of job satisfaction. Department of assignment appears to be the factor most consistently associated with variations in job satisfaction, particularly with regard to extrinsic factors and social usefulness. Length of service also plays a role, especially in relation to extrinsic factors, with a general tendency toward higher satisfaction among employees with less than five years of service. Finally, educational level is associated with intrinsic satisfaction, with employees holding a bachelor’s degree or higher reporting the highest level of satisfaction.
Keywords : Job satisfaction, department of assignment, public administration.
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