It is known that there is a strong link between social development and human resources policy. While the human resources policy covers the human resources of an organization in the micro sense, it covers the human resources of the nations in the macro sense. Achieving this goal will make it a center of attraction for qualified human resources; harmonious execution of growth, development, regional development and spatial development policies becomes more important than before. It is also aimed to strengthen the human resources management strategies and practices of administrations and organizations. Quantitative development will provide qualitative depth education; It is seen as a life-long process that accepts it as an investment in our future with a long-term perspective, improves the quality of life of our people, equips our country's human resources to compete with the contemporary world. In order to ensure that more qualified manpower comes to Turkey, new incentive mechanisms will be created and work permit processes are facilitated and accelerated. It is aimed to strengthen the human resources of the centers and schools to serve children better. Considering the power of human resources policy to realize social change, it is also important to consider what has been done in policy areas and future expectations.

The education system in Kenya plays a crucial role in shaping the country's socio-economic development and human capital. This paper provides an overview of the education system in Kenya, highlighting its structure, key components, challenges, and recent reforms from a historical perspective. The education system consists of three levels namely primary, secondary, and tertiary education. Primary education is compulsory and caters to children aged 6 to 14 years, while secondary education is divided into two cycles: junior secondary (14 to 17 years) and senior secondary (18 to 19 years). Tertiary education includes universities, technical and vocational institutions, and middle-level colleges. In recent years, Kenya has implemented several reforms to address challenges facing education and enhance its quality and standards. Furthermore, the curriculum has undergone significant revisions to align with the changing needs of the job market and the global economy. Emphasis has been placed on STEM subjects namely Science, Technology, Engineering, and Mathematics, as well as technical and vocational education and training (TVET) to foster skills development and entrepreneurship. Despite these positive changes and several challenges, Kenya can continue to foster a well-educated populace capable of driving sustainable development and economic growth in the country.

The study examined resource management competencies required by Business Education graduates for engagement in small and medium-scale enterprises (SMEs) in Delta State. Two research questions were answered while two null hypotheses were tested at a 0.05 level of significance. The study adopted a descriptive survey research design. The population for the study consisted of 129 subjects comprising 95 final students of Business Education, Delta State University, Abraka, and 34 managers of registered SMEs in Ethiope East LGA of the state. Census sampling techniques were used to sample the entire population of 129 respondents. The instrument for data collection was a structured questionnaire on the resources management competencies of graduates for engagement in SMEs. The instrument was validated by three experts. The Cronbach Alpha reliability method was used to ascertain the reliability of the instrument which yielded a Cronbach alpha coefficient of 0.83 for the entire research instrument. The data for the study were collected with the help of three research assistants. Out of the 129 copies of the questionnaire administered, 116 were retrieved and completely filled representing a 90.0% rate of return. Data collected were analyzed using means for answering the research questions. The null hypotheses were tested using t-test statistics. From the data collected and analyzed, the study identified: 11 financial resource management competencies and 18 human resource management competencies required by Business education graduates for engagement in small and medium-scale enterprises in Ethiope East LGA of Delta State. The results of the hypotheses tested showed no significant (p≤0.05) differences in the mean ratings of Business education students and managers of SMEs on financial resources management competencies whereas, there were significant (p≤0.05) differences in the mean ratings of respondents on human resource management competencies. Based on the findings, the study recommended among others, that the governments of Delta State should help package the identified resource management competencies into teachable programmes for training other University, Polytechnic, and College of Education graduates and retraining existing SME operators for economic success in the state.

"Curriculum Ideological and Political Education" is put forward to change the situation that teachers pay attention to imparting professional knowledge and neglect guiding students' correct values, and it is an inevitable trend of contemporary education mode. In the process of teaching, we should thoroughly implement the "course ideological and political education" into the classroom teaching of discrete mathematics, and fully implement the requirements of "three-round education" under the guidance of the "4-4-5" ideological and political curriculum system with the aim of "cultivating people by virtue". We will continue to explore, practice, reform and innovate in teaching process, methods and strategies, teaching content, organizational process and evaluation mechanism to help students establish their ideals and beliefs.

Teachers’ job satisfaction has continued to be a call for concern in contemporary society and lack of passion is allege to be responsible for this situation. This study investigated the role of passion in the attainment of teachers’ job satisfaction. One research question guided the study. The correlational research design was used to determine the relationship between the two variables. The targeted population of the composed of 22,133 teachers and 904 principals from 904 schools. The sample constituted 379 respondents derived through the purposive and convenient sampling techniques. The instruments for data collection composed of structured questionnaire and an interview guide. Quantitative data were analyzed using the frequencies percentages mean and standard deviation while qualitative data were analyzed using the thematic analysis approach. Findings revealed that there exist a correlation between teachers’ passion and job satisfaction. Based on the findings, the study recommended that the government should promote teachers’ passion by adequately addressing teachers’ financial concerns because inadequate remuneration accounted for teacher’s inability to sustain their passion in teaching leading to low job satisfaction.