Vocational education plays a vital role in equipping young people with the skills and knowledge necessary for success in the workforce, making it an essential aspect of human development. This study aimed to investigate how instructors' competence, qualifications, and experience influence the quality of vocational training and skills acquisition in vocational training centers within Tana River County. A descriptive research methodology was adopted, integrating both quantitative and qualitative approaches. The study focused on nine vocational training institutions in Tana River County, involving 322 participants: 250 trainees, 54 trainers, 9 principals, and 9 deputy principals. Trainees and trainers were selected using random sampling, while principals were chosen through purposive sampling. Data collection involved the use of questionnaires for trainees and trainers and interviews for principals. Reliability was ensured through a pilot study and the test-retest method. Findings indicated a significant shortage of qualified trainers, as reported by 74.9% of trainees, which negatively impacted the quality of training. The study recommended that the County Government of Tana River implement in-service training programs for trainers and prioritize the recruitment and retention of highly qualified instructors. Additionally, further research was suggested to explore community perceptions of vocational education for youth.

Since vocational education gives young people the knowledge and skills they need to succeed in the workforce, it is crucial for human development. The purpose of this study was to examine the availability and adequacy of physical facilities and resources for vocational training and skills acquisition in the vocational training centers in Tana River County, Kenya. Data were gathered using a descriptive research approach that included both quantitative and qualitative methods. There were nine Vocational Training Centres in Tana River County, with a total of two hundred and fifty trainees. The trainees were chosen at random. Trainees’ data was gathered using questionnaires. The SPSS version 26 was used to analyze, code, and critical quantitative data. Pie charts and graphs were used to display the data that had been analyzed. The results of the study showed that the trainees believed academic education was superior and that vocational skills were for failures.

The study investigated the influence of learner participation in education-based and sport-based co-curricular activities on academic performance in public secondary schools in West Pokot County, Kenya. Grounded in Austin’s theory of involvement, it employed a mixed-method approach and a convergent mixed research design. The target population included 50 principals, 200 co-curricular teachers, and 826 form three students from 50 schools. A sample of 277 respondents (232 students, 36 teachers, and 9 principals) was selected using simple random and purposive sampling techniques. Data was collected through questionnaires and interviews and analyzed descriptively and thematically. Findings revealed that academic clubs (36.2%), debate clubs (20.7%), and field trips were the most popular education-based co-curricular activities, while article writing (1.7%) and symposiums (3.4%) had the least participation. Athletics and football were the most widely offered sports, while handball, volleyball, basketball, netball, and table tennis were limited due to inadequate resources and expertise. Students participated more in athletics and football, which, along with other sports, positively influenced academic performance. Music, drama, scouting, and guiding were also widely available and had high participation rates. The study concluded that both education-based and sports-based co-curricular activities positively impacted academic performance. However, resource constraints limited access to certain activities. It recommended proactive planning and management by school principals and teachers to enhance intellectual growth. Schools should improve sports facilities, train teachers, and diversify clubs to include public speaking, poetry, and photography. These recommendations aim to integrate co-curricular activities more effectively into education, benefiting all stakeholders.

Anatomy education (AE) is poised for a substantial revolution, propelled by advancements in artificial intelligence (AI) and virtual reality (VR) technologies. These novel tools are set to transform the teaching and learning of anatomy, providing tailored, interactive, and immersive experiences that may improve student engagement, retention, and overall educational outcomes. The combination of AI and VR technologies in anatomy teaching can furnish students with a more thorough comprehension of the human body, facilitating a profound appreciation for the intricacies of anatomy. Furthermore, AI and VR technologies can enhance the cultivation of critical thinking and problem-solving abilities, which are vital for success in the medical field. AI and VR technologies can facilitate the connection between theoretical knowledge and practical application by offering students engaging and immersive learning experiences. Moreover, these technologies facilitate students' exploration of the human body in a highly detailed and realistic way, enabling them to visualize and engage with intricate anatomical processes. We hypothecate that the future of AE hinges on the integration of AI and VR as learning tools.

Context: With the rapid development of the Fourth Industrial Revolution, legal violations in cyberspace are increasing, posing threats to information security and social order. Students majoring in National Defense and Security Education (NDSE) at Ho Chi Minh City University of Education (HCMUE) are required not only to have a clear understanding of cyber laws to protect themselves but also to possess sufficient knowledge to educate and raise awareness within the broader community. Findings: By employing practical survey methods, interviews, and observation, this study analyzes and evaluates the current awareness levels of NDSE students at HCMUE regarding cyber law violations. The survey results show that although students are aware of the illegality of such behaviors, they still engage in them due to gaps in their understanding of legal regulations and consequences. Discussion: Based on the findings, the study proposes several measures to enhance students' awareness of common cyber law violations, including promoting legal education on cyber violations; strengthening monitoring and enforcement of cyber regulations within the university; intensifying media coverage of cyber violations through social platforms; and fostering critical thinking and responsible information verification skills. Enhancing awareness not only encourages students to comply with the law but also contributes to building a safe and healthy online environment in line with national security demands in the digital era.

The new curriculum standard of senior high school mathematics points out that it is necessary to grasp the teaching content as a whole and promote the continuous and phased development of the core literacy of the subject. In order to promote the curriculum reform based on literacy, teaching should shift from focusing on isolated knowledge points to attaching importance to the overall design of the unit. This paper takes the equation of conic curve as an example, and determines the core tasks of the unit based on the analysis of the teaching content, learning situation, teaching emphasis and difficulty. Make clear the unit teaching goal and the learning goal of the first class of "ellipse", and then take "ellipse and its standard equation" as an example to design the teaching of specific class hours, hoping to provide useful reference for teachers and promote the reform of basic education.