Year: 2024

Editorial Assistance for Scopus and SCI Journal Submission

body {
font-family: Arial, sans-serif;
line-height: 1.6;
margin: 20px;
}

    h1 {
        color: #333;
    }

    img {
        max-width: 100%;
        height: auto;
        margin-bottom: 15px;
    }

    .rating {
        display: inline-block;
        unicode-bidi: bidi-override;
        color: #888;
        font-size: 24px;
        height: 1em;
        position: relative;
    }

    .rating span {
        display: inline-block;
        position: absolute;
        overflow: hidden;
        color: #FFD700;
    }

    .rating input {
        display: none;
    }

    .rating label {
        cursor: pointer;
        width: 1em;
        font-size: 24px;
        text-align: center;
        line-height: 1.6;
    }

    .rating label:before {
        content: '★';
    }

    .rating input:checked ~ label,
    .rating input:checked ~ label ~ label {
        color: #FFD700;
    }


<h1>In the ever-evolving landscape of academic publishing, achieving publication in prestigious databases such as Scopus and SCI (Science Citation Index) journals is a significant milestone for researchers and scholars. Our Editorial Assistance service is tailored to support authors in fine-tuning their manuscripts to meet the rigorous standards of these esteemed platforms.</p><div class="separator" style="clear: both;text-align: center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA61063XcznSG056gT8V2Kq4bLj65KyBFBmo6PJ-mGXAV4r8wIE7dhFis2jwikwy_zBB3XI7Pd_OvI463svfTSbWbNZP8NjX_YRvWYAmFCfV3W85XPSN-Yj4ZwBIlCFakUjjzRKxdnMIyYVoGoJclEvX1ll6vJ3C7jIdRw33cYP5XN7ujqe6okn-VEdw6j/s1280/maxresdefault.jpg" style="margin-left: 1em;margin-right: 1em"><img border="0" height="360" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiA61063XcznSG056gT8V2Kq4bLj65KyBFBmo6PJ-mGXAV4r8wIE7dhFis2jwikwy_zBB3XI7Pd_OvI463svfTSbWbNZP8NjX_YRvWYAmFCfV3W85XPSN-Yj4ZwBIlCFakUjjzRKxdnMIyYVoGoJclEvX1ll6vJ3C7jIdRw33cYP5XN7ujqe6okn-VEdw6j/w640-h360/maxresdefault.jpg" width="640" /></a></div><br /><p>

Key Features:

  1. Manuscript Refinement: Our experienced team of editors is dedicated to refining your manuscript for clarity, coherence, and adherence to the specific guidelines of Scopus and SCI journals. We meticulously review language, grammar, and overall writing style to enhance the readability and professionalism of your work.

  2. Structural Enhancement: A well-structured manuscript is crucial for successful journal submission. We provide comprehensive structural assistance, ensuring that your paper follows the prescribed format, including abstract, introduction, methodology, results, discussion, and conclusion. Our goal is to present your research in a logical and organized manner.

  3. Technical Accuracy: Precision in technical details is paramount for acceptance into high-impact journals. Our editors pay close attention to data accuracy, statistical analysis, and methodology, ensuring that your research meets the stringent criteria set by Scopus and SCI databases.

  4. Formatting Compliance: Journal guidelines often have specific formatting requirements. We meticulously format your manuscript, ensuring compliance with citation styles, references, and any other formatting specifications outlined by the target journal.

  5. Quality Assurance: Our editorial process includes multiple rounds of review to ensure the highest quality. We prioritize accuracy, coherence, and the overall scholarly merit of your article.

Benefits:

  1. Increased Acceptance Rates: By aligning your manuscript with the standards of Scopus and SCI journals, our service enhances the likelihood of acceptance, propelling your research into the global academic arena.

  2. Time Efficiency: We understand the importance of timely submissions. Our efficient editorial process aims to expedite the preparation of your manuscript, facilitating a faster turnaround for journal submission.

  3. Expert Guidance: Benefit from the expertise of our seasoned editors who are well-versed in the requirements of Scopus and SCI journals. Receive valuable insights to elevate the impact and relevance of your research.

Embark on your journey towards successful Scopus and SCI journal publication with confidence, knowing that our Editorial Assistance service is committed to maximizing the potential of your scholarly work.

The Art of Writing: A Creative Odyssey

By Shashikant Nishant Sharma

 Writing is more than just words on paper; it’s an art form that allows individuals to express their thoughts, emotions, and imagination in a unique and captivating way. The art of writing is a dynamic and evolving process that involves creativity, discipline, and a deep understanding of language. In this article, we will explore the key elements of the art of writing and how aspiring writers can hone their craft.

  1. Embrace Creativity:
    At the heart of the art of writing is creativity. Allow your imagination to roam freely, breaking free from the constraints of reality. Create vivid worlds, intriguing characters, and compelling narratives that transport your readers to new realms. Embracing creativity means being open to unconventional ideas and finding inspiration in the mundane and extraordinary alike.

  2. Master the Craft of Language:
    Language is the painter’s palette, and words are the colors. Mastering the craft of language involves understanding the nuances of grammar, syntax, and vocabulary. Develop a rich and varied vocabulary to paint detailed images with your words. Experiment with different writing styles, tones, and voices to discover your unique literary fingerprint.

  3. Find Your Voice:
    Every writer has a distinct voice that sets them apart. It’s the tone, style, and perspective that make your writing uniquely yours. Finding your voice requires self-discovery and a willingness to be authentic in your expression. Don’t be afraid to experiment until you discover the voice that feels most natural and resonant with your inner self.

  4. Cultivate Discipline:
    While creativity fuels the art of writing, discipline provides the structure. Set aside dedicated time for writing, establish goals, and stay committed to your craft. Discipline is the force that turns fleeting ideas into tangible stories. Whether it’s a daily writing routine or a structured timeline for completing projects, cultivating discipline is essential for consistent and meaningful output.

  5. Edit and Revise:
    The first draft is just the beginning. The true art of writing involves the meticulous process of editing and revising. Be prepared to scrutinize your work, refine your language, and polish your prose. Editing is where the raw material transforms into a polished masterpiece. Embrace feedback from others and be open to making necessary changes to enhance the overall impact of your writing.

  6. Emotionally Connect with Your Audience:
    Great writing is not just about conveying information; it’s about evoking emotions. Whether it’s laughter, tears, or contemplation, strive to emotionally connect with your audience. Infuse your writing with authenticity and vulnerability, allowing readers to relate to the human experience within your words.

Conclusion:
The art of writing is a dynamic and deeply personal journey. It involves a harmonious blend of creativity, language mastery, self-discovery, discipline, and emotional connection. Aspiring writers should approach their craft with a sense of wonder and a commitment to continuous growth. Through the art of writing, individuals have the power to inspire, challenge, and transport readers to new worlds, making it a truly transformative and timeless form of expression.

References

Raimes, A. (1998). Teaching writing. Annual review of applied linguistics, 18, 142-167.

Sharma, S. N. How to Write a Grant Proposal in an Effective Manner to get Projects.

Weigle, S. C. (2002). Assessing writing. Cambridge University Press.


STEM is FEM – a Ukrainian educational initiative

Sergey Tokarev, an IT investor and initiator of STEM is FEM, a Ukrainian educational initiative, discloses that a significant portion of its female participants attribute their educational choices to the project’s influence. With more than 50% of the girls expressing the impact on their further education, including a notable 17% who underwent a radical change in their educational goals, STEM is FEM emerges as a powerful catalyst for shaping the academic trajectories of Ukrainian girls.

STEM is FEM, recognized by the Ministry of Foreign Affairs of Ukraine as the “Honorary Ambassador of Ukraine in the field of scientific and educational diplomacy” in 2023, is dedicated to promoting Science, Technology, Engineering, and Mathematics (STEM) disciplines among Ukrainian girls. Over its five-year journey, the project has successfully united over 500 participants, fostering a supportive community.

Girls typically join the project between the ages of 16-20, providing a unique opportunity to witness their progression from high school to university and beyond. Sergey Tokarev emphasizes the project’s role in inspiring young Ukrainian women to pursue their dreams, challenge gender stereotypes, and emerge as the next generation of STEM professionals.

A survey conducted by STEM is FEM reveals that 96% of community participants would like to get a mentor—a successful woman in their chosen industry who can share knowledge and experiences. Additionally, 97% of girls aspire to intern in their preferred specialty, often gaining such opportunities through the project’s organized educational events.

The impact of STEM is FEM extends beyond inspiration to tangible results, as demonstrated by the 2023 “Urbanism” course. Renata Seyfullina, a civil engineering student at Lviv Polytechnic, discovered her passion for urban planning and transferred to the Kharkiv School of Architecture. Other course graduates, Anfisa Kaida, Daria Koval, and Natalia Liuklian, engaged in internships with UrbanReform, contributing to the post-war reconstruction of Okhtyrka.

Moreover, 55% of STEM is FEM girls opted for STEM education, with members like Olena Petryshyn studying at Milton Academy and Margarita Perepelytsia achieving recognition at the International Environmental Genius Olympiad. These success stories underscore how STEM is FEM events empower participants to shape their future professions, acquire knowledge, find community support, and develop motivation to pursue careers within STEM disciplines.

Correlation of Dynamics of Pedagogical Skill and the Psychological Support

Daily writing prompt
What’s your favorite thing to cook?
View all responses

By Sushila & Dr. Yogendra Nath Chaubey

Photo by Kampus Production on Pexels.com

“Quality Education” the fourth goal among the seventeen Sustainable Development Goals (SDG) outlined by the United Nations, is “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.  These descriptions are remarkably similar to the focus identified through this research and, with this in mind, the three dimensions of this research are further explained as being; (1) the ‘Importance of Interaction’ – referring to the various levels of interaction between individuals within the school environment, accounting for behaviour, atmosphere, and types of communication, (2) the ‘Dynamics of Individuation’ – referring to the way in which the differing needs of individuals are personalised and catered for, accounting for classroom pedagogical approaches and student diversification, and (3) the ‘Need for Psychological Support’ – referring to the way in which individuals within the school and the school as a whole is supported by its community, from both an educational and psychological perspective. By suggesting that these research directions are intertwined concepts, they propose a holistic observation of contributing factors that influence the educational process.

This assessment could be used to identify teacher strengths from a personal, interpersonal, psychological, and pedagogical perspective. The Questionnaire of Teacher Interaction (QTI), Technological Pedagogical and Content Knowledge (TPaCK), and Mental Health Inventory (MHI) were used in the pilot study and were considered to be suitable for the needs of this research stage.

The ‘Educational Bubble’ 

In a recent talk, Seema Bansal (2016) mentioned being asked by the then head of the Department of Education in the state of Haryana (India), for help in addressing issues in their public schools. These ‘issues’ ranged in detail and complexity, including that up to 50% of students fall so far behind their peers before the age of eleven that they will be unable to recover. Despite public schools offering free meals or books to students, it was also found that 40% of parents would pull their children out of these public schools and register them into private schools. Bansal (2016), representing BCG (Boston Consulting Group), was asked to assist in the education renovation of an Indian state of Haryana, which consists of 15,000 public schools with over 2 million students. Bansal mentions needing to uncover the factors that have caused the educational issues in the first place and, in identifying the goals necessary to develop strategies for reaching this particular goal, decided to go directly into classrooms and observe the way educators were teaching. Reporting that the problem within Indian schools was the quality of education, not access to education, mentions that Bansals’ BCG team devised a three-year plan that was based around student learning outcomes and explicit focusing of accountability, data systems, and organizational capacity. 

Bansal (2016) reports that Haryana teachers were very capable of teaching a class but, the majority of their time was spent outside of the classroom; this was interesting as, before physically entering a classroom, non-educators had apparently viewed teachers being ‘lazy’ or ‘incapable’. Although Bansal (2016) reported teachers not necessarily teaching, she mentions that it was because they were supervising the construction of new classroom buildings, supervising the cooking of student lunches, or visiting a bank to deposit scholarship money for students. This particular insight was (and is) incredible; Bansal asked teachers why they were not teaching and the teachers answered by saying that “when a supervisor comes to visit us, these are exactly the things that he checks” (5:29). This particular finding shows that in the provision of government programmes in Haryana, designed to motivate students to stay in school and give greater access, had become an additional point of accountability for teachers and had started to impede classroom instruction. Seeing this as an issue, Bansal and her team began to look at the literature at various educational programmes and pilot programmes that have been shown to improve instructional practice. However, what a large proportion of individuals fail to recognise is how the implementation of these programmes will always come at a cost. For example, schools that take part in a pilot that explores the use of innovative technologies on student learning might show that this programme does indeed result in higher levels of academic outcomes. 

In Bansal’s (2016) talk she mentions that, with regards to studies and interventions, researchers will typically bring in resources such as money, experience, research assistants, or products. Unless researchers intend to roll out this innovation across every classroom in the country, the findings are most likely going to be un-scalable, ungeneralisable, unusable, and does not reflect a real-world classroom setting. It has been previously mentioned that “teaching requires being responsive to real-world conditions and constraints that shape the activities of the classroom and students” (Motoca et al., 2014, pg. 120). This view is similar to schools being ‘learning organisations’ where the “emphasis of research might be more upon the selection and differentiation of pupils and on their subculture rather than on the authority structure or the decision-making processes within the school” (Bell, 1980, pg.183). Hamzah, Yakop, Nordin and Rahman (2011) explain that, like all organisations, there is a strong emphasis on schools to adapt to their surroundings, encourage flexibility, and to be responsive to the various societal and cultural changes across an educational landscape.

While there is a large body of evidence favouring schools as learning organisations (Mulford, 1997; Stoll and Fink, 1996), research concerning how a school should go about this change is not as prevailing (Silins, Zarins, & Mulford, 2002). While it is clear that there are similarities between a school and an ‘organisation’, both have structure, both have management, there is leadership, interaction, and varying levels of accountability, it is also clear that many factors influence the way in which both operate. Johnston (1998) sought to investigate the key characteristics that involved a school identifying itself as being a ‘learning organisation’. Although focusing exclusively on post-primary schools based in Austrailia, it was found that inclusive, collaborative structures, effective communication channels, integrated professional development, and learning-focused leadership were the four main characteristics of schools being one of these ‘learning organisations’. 

Under the three guiding topics of this research, explicitly outlined through questions and hypotheses, this current research sought to discover what the Irish educational environment needs and how a piece of research could be used practically to support school systems and the individuals within them. This research is looking towards the perception of a school being a learning organisation; considering the way which Silins, Zarins and Mulford’s (2002) express the four factors of ‘learning organisations’ above. These descriptions are remarkably similar to the focus identified through this research and, with this in mind, the three dimensions of this research are further explained as being; (1) the ‘Importance of Interaction’ – referring to the various levels of interaction between individuals within the school environment, accounting for behaviour, atmosphere, and types of communication, (2) the ‘Dynamics of Individuation’ – referring to the way in which the differing needs of individuals are personalised and catered for, accounting for classroom pedagogical approaches and student diversification, and (3) the ‘Need for Psychological Support’ – referring to the way in which individuals within the school and the school as a whole is supported by its community, from both an educational and psychological perspective. By suggesting that these research directions are intertwined concepts, they propose a holistic observation of contributing factors that influence the educational process.

While research in an Irish context has found that only 33.1% of schools regularly engage with SSE (Brown, 2010), this dispute between the DES and teaching unions will cause frustration, anxiety, and confusion throughout the educational community. The SSE is a thorough research process that requires considerable resources, the problem is one of ‘lack of support’, almost mirroring the issues faced by Bansal’s (2016) team in Haryana. Additionally, this lack of support echoes in other ways. For example, on 30th of March 2016, the INTO released a press release that argued against the cut in government funding for education and highlighted that schools are being forced to fundraise themselves, that they are “kept running on cake sales, raffles and sponsored walks” (2016b), despite having no empirical evidence to support. 

3.6. Conclusion – The Individualised Teacher Report 

This claim within the press release itself, it does clearly articulate the many problems experienced in Irish Education. 

Despite focusing on the individual educator, rather than the collective school environment, this Ph.D. project somewhat resembles the development of a self-evaluation process; it requires educators to compete measures that evaluate their subjective instructional and psychological resources. Although the issues surrounding self-evaluation may be a possible limitation, this research would argue the opposite. This study could provide a process that allows schools to self-evaluate in a way that takes the workload away from schools, provides tailored feedback to individual educators, has a standardised methodological approach, and is evidence based and research driven. A new model of self-evaluation may be considered a momentous task; however, it is not beyond the scope of this project. 

According to Collins and Pratt (2011), “there is a move to adopt a single, dominant view of effective teaching … [where] teachers are asked to reflect on who they are and how they teach but with an implied message that reflection should conform to some preconceived notion of a ‘good’ teacher” (pg. 359). It is naïve to assume that there is a ‘single view’ of what it means to be an effective educator, as the requirements and needs of one classroom group will differ that than of another. What is arguably more appropriate for education, rather than training educators to teach in the same way and conform to a preconceived notion of what a ‘good teacher’ is, is to encourage and train teachers to be self-reflective and adapt their teaching to suit the needs of their students. Boud, Keogh, and Walker (1985) mentioned that reflective practice is an important human activity where provision is given for individuals to recapture their experiences and evaluate them to improve on one’s abilities. One consistency throughout the literature of educator training and interaction is the importance of self-reflection; Paterson and Chapman (2013), for example, argue that self-reflection that motivates an individual to learn from their experiences and is the key towards the maintenance and development of competency throughout their work practices. Others, such as or Hendrickx et al. (2016), mentions that reflective teachers who are aware of their influence on student behaviour can tailor their interactions to benefit their instructional practices. 

According to Patil (2013), reflective practices are self-regulated processes that aim to enhance an individuals’ ability to communicate and make balanced decisions. Educational researchers, such as Valli (1997), describe reflective teachers as being individuals that can “look back on events, make judgments about them, and alter their teaching behaviors in light of craft, research, and ethical knowledge” (pg. 70). Other researchers argue that reflective action “involves intuition, emotion, and passion and is not something that can be neatly packaged as a set of techniques for teachers to use” (Zeichner & Liston 1996, pg. 9). These quotes would suggest that reflective practice in education is an ideal that pedagogics and educational researchers would encourage teachers to become accustomed to, but that the practical implementation of may be somewhat difficult to achieve. 

Kay and Johnson (2002), speaking about the University of Washington’s teacher education programme, mention that the reflective seminars and completion of reflective portfolios are a useful method to provide support to student teachers in developing the skills necessary to reflect on their practices. Kay and Johnson (2002) do mention that the limitation of these methods is the way they categorise dimensions of reflection into a teachable concept, or that the use of typologies naturally constrain teachers towards ‘thinking like a teacher’. But, similar to Pratt and Collins (2010) view of the TPI, the concept of using this approach as a tool is quite useful. Without the opportunity and a way for teachers to systematically reflect on their instructional practices, they may be unable to view the importance of their instructional decisions, interactions, and relationships with students.

REFERENCES:

  1. Bansal, S. (2016, May). TED Paris: How to fix a broken education system without any more money. Retrieved 1/7/2016 from TED.com at https://www.ted.com/talks/ seema_bansal_how_to_fix_a_broken_education_system_without_any_more_money?language=en.
  2. Motoca, L. M., Farmer, T. W., Hamm, J. V., Byun, S. Y., Lee, D. L., Brooks, D. S., … & Moohr, M. M. (2014). Directed consultation, the SEALS model, and teachers’ classroom management. Journal of Emotional and Behavioural Disorders, 22(2): 119-129.
  3. Bell, L. A. (1980). The School as an Organisation: a re‐appraisal. British Journal of Sociology of Education, 1(2), 183-192.
  4. Hamzah, M., Yakop, F. M., Nordin, N. M., & Rahman, S. (2011). School as learning organisation: The role of principal’s transformational leadership in promoting teacher engagement. World Applied Sciences, 14, 58-63.
  5. Mulford, B. (1998). Organisational learning and educational change. In A. Hargreaves, A. Lieberman, M. Fullan and D. Hopkins (Eds). International Handbook of Educational Change. Norwell, MA: Kluwer Academic Publishers.
  6. Silins, H., Zarins, S., & Mulford, W. R. (2002). What characteristics and processes define a school as a learning organisation? Is this a useful concept to apply to schools? International Education Journal, 3(1): 24-32.
  7. Johnston, C. (1998). Leadership and the learning organisation in self-managing schools. Unpublished doctoral dissertation, University of Melbourne, Victoria.
  8. Brown, (2010). A mixed methods analysis of a mixed methods system: attitudes of Post Primary school Principals to internal/external evaluation: The Case of Ireland. Cited In McNamara, G., & O’Hara, J. (2012). From looking at our schools (LAOS) to whole school evaluation-management, leadership and learning (WSE-MLL): the evolution of inspection in Irish schools over the past decade. Educational Assessment, Evaluation and Accountability, 24(2), 79-97.
  9. Collins, J. B., & Pratt, D. D. (2011). The teaching perspectives inventory at 10 years and 100,000 respondents: Reliability and validity of a teacher self-report inventory. Adult Education Quarterly, 61(4); 358-375.
  10. Boud, D., Keogh, R., & Walker, D. (1985). Reflection, Turning Experience into Learning. Routledge.
  11. Paterson, C., & Chapman, J. (2013). Enhancing skills of critical reflection to evidence learning in professional practice. Physical Therapy in Sport, 14(3): 133-138.
  12. Hendrickx, M. M., Mainhard, M. T., Boor-Klip, H. J., Cillessen, A. H., & Brekelmans, M. (2016). Social dynamics in the classroom: Teacher support and conflict and the peer ecology. Teaching and Teacher Education, 53, 30-40.
  13. Patil, S.S.J. (2013). Reflective practice in education. Global Online Electron Int Interdi Res J, 2(1): 356-358.
  14. Valli, L. (1997). Listening to other voices: A description of teacher reflection in the United States. Peabody Journal of Education, 72(1): 67–88.
  15. Zeichner, K. M., & &Liston, D. P. (1996). Reflective teaching: An introduction. Mahwah, New Jersey: Lawrence Erlbaum Associates.
  16. Johnson, B.R., & Kay, A.J. (2002). Mixed Methods Research: A Research Paradigm whose Time Has Come. Educational Researcher, 33(7): 14-26.

Link to DOWNLOAD Full PDF

Famous Cricket Tournaments

There are several famous and prestigious cricket tournaments played around the world. Here’s a list of some of the most well-known cricket tournaments:

Photo by MAM Ashfaq on Pexels.com
  1. ICC Cricket World Cup:
    • Format: One Day International (ODI)
    • Frequency: Held every four years
    • Organized by the International Cricket Council (ICC), it is the premier international ODI tournament.
  2. ICC T20 World Cup:
    • Format: Twenty20 International (T20I)
    • Frequency: Held every two years
    • The ICC T20 World Cup is a global competition for national teams in the T20 format.
  3. The Ashes:
    • Format: Test Matches
    • Frequency: Generally held every two years
    • A historic Test series played between England and Australia, one of the oldest and most prestigious rivalries in cricket.
  4. Indian Premier League (IPL):
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • A professional T20 league in India featuring franchises representing different cities and regions.
  5. Big Bash League (BBL):
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • Australia’s premier domestic T20 competition, featuring city-based franchises.
  6. Pakistan Super League (PSL):
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • Pakistan’s premier T20 league featuring franchises representing different cities.
  7. Caribbean Premier League (CPL):
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • A T20 league featuring teams from various Caribbean nations.
  8. NatWest T20 Blast:
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • England’s domestic T20 competition.
  9. Bangladesh Premier League (BPL):
    • Format: Twenty20 (T20)
    • Frequency: Periodic
    • A T20 league featuring franchises representing different cities in Bangladesh.
  10. Ranji Trophy:
    • Format: First-class (four-day) and limited-overs (One Day)
    • Frequency: Annual
    • India’s premier domestic cricket competition, played among regional teams.
  11. Sheffield Shield:
    • Format: First-class (four-day)
    • Frequency: Annual
    • Australia’s premier domestic first-class competition.
  12. Royal London One-Day Cup:
    • Format: One Day Domestic
    • Frequency: Annual
    • England’s domestic 50-over competition.
  13. Super Smash:
    • Format: Twenty20 (T20)
    • Frequency: Annual
    • New Zealand’s domestic T20 competition.

These tournaments showcase cricket at different levels and formats, ranging from international competitions to domestic leagues, contributing to the global popularity of the sport.

Meaning of Andragogy

Andragogy, a term often mystified yet integral to our understanding of adult education, stands at the forefront of lifelong learning. Unlike traditional education models, andragogy shifts the focus to the mature learner, tailoring educational methods to suit the unique needs of adults. In a world where continuous learning is not just a benefit but a necessity, understanding andragogy becomes crucial.

Photo by August de Richelieu on Pexels.com

What is Andragogy?

Andragogy, derived from the Greek words ‘andr’, meaning ‘man’, and ‘agogos’, meaning ‘leader’, is the method and practice of teaching adult learners. This concept stands in contrast to pedagogy, the method of teaching children, underscoring a significant shift from teacher-led to learner-centered methodologies. For a comprehensive exploration of this topic, visit https://pg-group.online/what-is-andragogy/. Here, andragogy is presented as emphasizing the learner’s experience, self-direction, and readiness to learn, all of which are essential components in the realm of adult education.

Historical Background

The journey of andragogy from a nascent idea to a cornerstone of adult education is both fascinating and pivotal. Its roots can be traced back to Europe in the early 19th century, yet it wasn’t until the mid-20th century that the term gained substantial recognition. This rise in prominence is largely credited to Malcolm Knowles, an American educator whose contributions in the 1970s were instrumental in shaping andragogy as we understand it today.

Knowles’ work illuminated the unique needs and approaches necessary for adult learning, distinguishing it significantly from traditional child-centric education models. This distinction marked a significant shift in the educational paradigm, placing adult learners at the forefront of their educational journey. Over time, andragogy has evolved, absorbing and integrating a variety of theories and practices from the broader field of adult education. This evolution reflects the dynamic nature of adult learning, adapting to the changing societal and individual needs of adults seeking education.

Principles of Andragogy

Central to understanding andragogy are the principles outlined by Malcolm Knowles. These principles differentiate adult education from traditional children’s learning methods. Firstly, the shift in self-concept from being dependent learners to being self-directed is crucial. Adults prefer to take charge of their learning journey, guiding their educational paths. Secondly, adults bring a rich tapestry of experience to their learning. This wealth of personal and professional experience becomes a valuable resource in the learning process.

Moreover, adults demonstrate a readiness to learn things that are immediately relevant to their roles in society, particularly in professional and personal settings. The orientation towards learning in adults is problem-centered rather than content-centered. They prefer to learn in the context of real-life tasks and problems. Finally, while external factors like job advancement can motivate adults, internal motivators such as self-esteem, satisfaction, and quality of life are often stronger drivers.

Andragogy in Practice

The principles of andragogy come to life in various adult learning environments, creating engaging and effective educational experiences. These principles are applied in several distinct ways:

  1. Interactive Learning: This includes workshops, seminars, and discussion groups that foster active participation and collaborative learning.
  2. Self-Directed Learning: Adult education often features flexible programs that allow learners to choose their own learning paths, topics, and pace.
  3. Practical Application: Courses and training are focused on practical, real-world application, ensuring that learning is immediately relevant and useful.
  4. Technology-Enhanced Learning: The integration of interactive tools, online resources, and blended learning models enhances the overall learning experience.
  5. Peer Learning and Mentorship: Opportunities for collaborative projects and mentorship programs enrich the learning process through shared experiences and expert guidance.

These varied applications of andragogy principles cater to the unique needs of adult learners, making their educational journey both impactful and relevant.

Conclusion

Andragogy, as a learner-centered approach, is pivotal in empowering adults in their educational pursuits. It opens doors to endless opportunities, playing a key role in both personal and professional spheres. By embracing the principles of andragogy, adults are equipped to thrive in a constantly evolving world.

Creating a Blogger theme based on another platform&#39;s theme, like Colinear for WordPress

 Creating a Blogger theme based on another platform’s theme, like Colinear for WordPress, involves understanding the structure and design elements of the original theme and then adapting them to fit Blogger’s template system. While I can’t provide you with a fully functional Blogger theme here, I can guide you on how to get started.

Here are the general steps you can follow:

1. Understand Colinear Theme:

Visit the Colinear WordPress theme’s official page or documentation to understand its structure, features, and design elements. Note down key components like header, footer, sidebar, and main content area.

2. Set Up a New Blogger Blog:

If you don’t have a Blogger blog, create one. Go to Blogger and sign in with your Google account. Click on “Create a blog” to set up a new blog.

3. Access Blogger Theme Editor:

Once your blog is set up, go to the Blogger dashboard, and navigate to the “Theme” section.

4. Back Up Existing Theme:

Before making any changes, it’s a good practice to back up your existing Blogger theme. Click on the “Backup/Restore” button and download the current template.

5. Analyze Blogger Template Structure:

Familiarize yourself with the structure of the default Blogger template. Understand how it uses XML and widgets to define the layout.

6. Create HTML Structure:

Take the HTML structure from Colinear’s theme and modify it to fit Blogger’s XML format. Pay attention to the placement of widgets, headers, footers, and other key elements.

7. Add CSS Styles:

Blogger uses CSS for styling. Copy the CSS styles from Colinear’s theme and adapt them for Blogger. Ensure that the styling matches the HTML structure you created.

8. Customize Widgets:

Blogger uses widgets for various elements like the sidebar, header, and footer. Add and customize widgets based on the ones used in the Colinear theme.

9. Test Responsiveness:

Ensure that your Blogger theme is responsive. Test it on different devices and screen sizes to make sure it looks good everywhere.

10. Test Functionality:

Test all the functionality of your Blogger theme, including navigation, links, and any custom features.

11. Optimize for SEO:

Make sure your theme is optimized for search engines. Add relevant meta tags and descriptions.

12. Publish Your Theme:

Once you’re satisfied with your Blogger theme, click the “Apply to Blog” button to publish it.

Remember that creating a Blogger theme based on another platform’s theme requires careful consideration of the differences between the two platforms. Additionally, respect copyright and licensing terms if you’re using someone else’s design as a base.

Elevate Your Conference Experience: Unlock the Power of Publication Support with Pen2Print

body {
font-family: Arial, sans-serif;
line-height: 1.6;
margin: 20px;
}

    h1 {
        color: #333;
    }

    img {
        max-width: 100%;
        height: auto;
        margin-bottom: 15px;
    }

    .rating {
        display: inline-block;
        unicode-bidi: bidi-override;
        color: #888;
        font-size: 24px;
        height: 1em;
        position: relative;
    }

    .rating span {
        display: inline-block;
        position: absolute;
        overflow: hidden;
        color: #FFD700;
    }

    .rating input {
        display: none;
    }

    .rating label {
        cursor: pointer;
        width: 1em;
        font-size: 24px;
        text-align: center;
        line-height: 1.6;
    }

    .rating label:before {
        content: '★';
    }

    .rating input:checked ~ label,
    .rating input:checked ~ label ~ label {
        color: #FFD700;
    }


<h1>Dear Conference Organizers, Esteemed Researchers, and Academic Enthusiasts,

Are you gearing up to host an exceptional conference that deserves widespread recognition and global impact? Look no further! Pen2Print is here to elevate your conference experience with our comprehensive publication support services, ensuring that your research reaches the pinnacle of success.

Unleashing the Power of Publication Support:

  1. Conference Proceedings ISBN Allotment:
    Give your conference proceedings the recognition they deserve with our ISBN allotment services. A unique ISBN not only adds credibility to your proceedings but also facilitates their cataloging and accessibility.

  2. Publication as a Special Issue in International Journal of Research (IJR):
    Take your research to new heights by featuring it in a special issue of the esteemed International Journal of Research (IJR). Benefit from the wide readership and high impact factor that IJR offers, amplifying the visibility of your work.

  3. Allotment of DOI (Digital Object Identifier):
    Ensure the permanence and traceability of your research with the allotment of a DOI. A DOI guarantees that your work remains easily accessible and citable, enhancing its impact in the academic community.

  4. Indexing of Articles:
    Secure a place for your articles in renowned indexing services, increasing their discoverability and readership. Pen2Print ensures that your research receives the recognition it deserves by indexing it in reputable databases.

Maximize Exposure and Impact:

  • Promotion of Your Conference:
    We don’t stop at just publication support! Pen2Print goes the extra mile by actively promoting your conference. Leverage our extensive network and marketing strategies to ensure maximum participation and engagement.

  • Send Your Inquiry Today!
    Ready to take your conference to the next level? Send an email to editor@pen2print.org to inquire about our publication support services. Our dedicated team is committed to assisting you every step of the way.

Why Pen2Print?

  • Expertise:
    Benefit from the expertise of our seasoned professionals who understand the nuances of academic publishing.

  • Global Reach:
    Ensure your research reaches a global audience through our wide network and collaborations.

  • Tailored Solutions:
    We offer customized solutions to meet the unique needs of your conference and research.

Don’t let your hard work remain confined—let Pen2Print be your partner in unlocking the full potential of your research. Elevate your conference experience and make a lasting impact in the academic world!

Get SPECIAL ISSUE in IJR

Get ISBN for Conference Proceedings

Best Regards,

editor
Pen2Print Team

editor@pen2print.org

https://www.pen2print.org

Epic Explorer -Abd Al Razzaq

 By Yoshika Sharma

India has experienced many foreign footsteps on its land , some were explorers , some came from the invading purpose. Ancient and mediveal India experienced a lot of such explorers , one of them was Abd Al Razzaq ( 1413 AD ) . Razzaq was from Persia ad was a scholar in the court of king of Persia , Mirza Shah rukh of Timrud Dynasty between 1405 AD – 1482 AD . Mirza wanted to send a messenger to India and so he appointed Razzaq , nbut Razzaq refused to go as he was afraid of travelling , but after many requests by Mirza , Razzaq agreed to comme to India . 

Razzaq by road travelled from Herat to Hormuz and from Port of Hormuz he landed on the land of kozhikode , where he wanted to learn about the government and functioning of the area , but Razzaq was not allowed to meet the king for atleast 3 months and thus he thought of his mission as messenger was a failure. Just then the king of Vijaynagar empire Dev Raya II invited Razzaq to visit vijaynagar , Razzaq  was welcomed at Hampi ( the capital of vijaynagar) and was surprised to see the architectural glory of the buildings of the city . The city had 7 concentric circular walls and at the centre was the huge miraculous palace of the king . The walls were made such that there were houses and farms between the first and second walls , market and coin making factories between the third and fourth walls . Razzaq was greatky welcomed by the king Dev Raya II . As Dev raya wanted to learn more about their government and functioning . As time passed Razzaq was one of the most favourite courtiers of Dev Raya , Dev Raya also gifted Razzaq mansion to live , soon this favouritism towards Razzaq was not excepted by other courtiers and resulting in spread of fake rumours claiming that Razzaq is a spy and not a messenger from Persia . These news spread like wildfire  and finllay reached through the ears of king in which the king said that ” It had been asserted that you were not really sent here by Shah Rukh or else we would have shown you greater attention , if you come back on a future occasion into my territoies you shall meet with a worthy reception” ; by Dev Raya II ( from the book of Abd Al Razzaq . After which Razzaq was forced to flee vijaynagar and was sent back to Persia in 1445 . Razzaq the told all these happenings to Mirza  Shah rukh and then he himself sent an official letter to Dev Raya II regarding the visit of Razzaq . 

Razzaq ‘s experience as a traveller was great this experience made Razzaq a travel enthusiast from a reluctant traveller .

References

Hill, E. (1987). al-Sanhuri and Islamic law: the place and significance of Islamic law in the life and work of’Abd al-Razzaq Ahmad al-Sanhuri, Egyptian jurist and scholar 1895-1971.


Duckworth-Lewis Method (D/L Method)in Cricket

The Duckworth-Lewis Method (D/L Method) is a mathematical formula used to adjust target scores in limited-overs cricket matches that are affected by weather interruptions. The primary goal of the method is to provide a fair and equitable way of revising target scores when the playing conditions are altered due to rain or other disruptions. The D/L Method is commonly used in One Day Internationals (ODIs) and Twenty20 (T20) matches.

Photo by Patrick Case on Pexels.com

Here’s a detailed explanation of how the Duckworth-Lewis Method works:

  1. Baseline Data:
    • The total number of overs originally allocated for the match is considered as the baseline.
    • The total number of runs that were scored by the team batting first (prior to any stoppage) is also noted.
  2. Calculation of Resources Used:
    • The method takes into account the number of overs bowled and the number of wickets lost by the team batting first at the time of the interruption.
  3. Calculation of Percentage Resources Remaining:
    • The total number of overs initially allocated is scaled down based on the overs bowled and wickets lost.
    • The percentage of resources remaining is calculated using a complex formula that considers the number of overs and wickets used.
  4. Calculation of Revised Target Score:
    • The revised target score is then calculated based on the percentage of resources remaining.
    • It is essentially a proportionate reduction from the original target, taking into account the lost overs and wickets.
  5. Consideration of Team Chasing:
    • If the team batting second has also faced interruptions, the target is further adjusted based on the resources they have used.
  6. Implementation during an Interruption:
    • If there is an interruption during the match, the method may be used to recalculate the target score for the team batting second.
  7. Minimum Overs Required:
    • The method ensures that a minimum number of overs are available for the team batting second to constitute a valid match result. This is to prevent scenarios where a team could win with just a couple of big hits in a reduced-overs match.
  8. D/L Par Score:
    • The D/L Par Score is a reference point for the team batting second. If their score is equal to or above the D/L Par Score, they are considered to be ahead in the match.

It’s important to note that the Duckworth-Lewis Method aims to provide a fair result in weather-affected matches, but it has faced criticism for its complexity and occasional unpredictability. The method has undergone revisions over the years to address some of these concerns. Additionally, in some cases, the use of the D/L Method has been replaced by the more modern DLS (Duckworth-Lewis-Stern) Method, which incorporates additional factors for a more accurate calculation of revised target scores.

Research Paper Formatting according to Journal or Conference Template

body {
font-family: Arial, sans-serif;
line-height: 1.6;
margin: 20px;
}

    h1 {
        color: #333;
    }

    img {
        max-width: 100%;
        height: auto;
        margin-bottom: 15px;
    }

    .rating {
        display: inline-block;
        unicode-bidi: bidi-override;
        color: #888;
        font-size: 24px;
        height: 1em;
        position: relative;
    }

    .rating span {
        display: inline-block;
        position: absolute;
        overflow: hidden;
        color: #FFD700;
    }

    .rating input {
        display: none;
    }

    .rating label {
        cursor: pointer;
        width: 1em;
        font-size: 24px;
        text-align: center;
        line-height: 1.6;
    }

    .rating label:before {
        content: '★';
    }

    .rating input:checked ~ label,
    .rating input:checked ~ label ~ label {
        color: #FFD700;
    }


<h1>Formatting a research paper according to a specific journal or conference template is crucial for successful submission and publication. Different journals and conferences may have their own guidelines and templates, but there are some common elements that are typically included. </p><div class="separator" style="clear: both;text-align: center"><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYs4d_UmJdl1dBzL0HHbnbTb8USijUB6xV_4S0V0hU4OmgTH2LYilL99IDa-W2LjaSbDXw2vvFo0k-zI7dPn3aeEGLfPOYr0A-nTpTe9hDhRZHcDF5nE7rT8fNmprPoM8Uc-pXS0wqi7eDzTyG-lT2jV2qgiUWk312JngTypfsk2opRbXXKz6_69va-lIK/s725/Screenshot%202024-01-30%20at%2011.28.56%20PM.png" style="margin-left: 1em;margin-right: 1em"><img border="0" height="307" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYs4d_UmJdl1dBzL0HHbnbTb8USijUB6xV_4S0V0hU4OmgTH2LYilL99IDa-W2LjaSbDXw2vvFo0k-zI7dPn3aeEGLfPOYr0A-nTpTe9hDhRZHcDF5nE7rT8fNmprPoM8Uc-pXS0wqi7eDzTyG-lT2jV2qgiUWk312JngTypfsk2opRbXXKz6_69va-lIK/s320/Screenshot%202024-01-30%20at%2011.28.56%20PM.png" width="320" /></a></div><br /><p>

Here’s a general guide to research paper formatting:

1. Title:

  • The title should be concise, informative, and relevant to the content of the paper.
  • Use title case (capitalize major words).
  • Avoid unnecessary words.

2. Author Information:

  • Include the names, affiliations, and email addresses of all authors.
  • Clearly specify the corresponding author and their contact details.

3. Abstract:

  • Provide a brief summary of the research, including objectives, methods, results, and conclusions.
  • Typically, abstracts are limited to a certain word count.

4. Keywords:

  • Include a list of keywords relevant to the paper’s content.
  • Keywords help in indexing and searching for the paper.

5. Introduction:

  • Introduce the background and context of the research.
  • Clearly state the research problem, objectives, and the significance of the study.
  • End with a brief overview of the paper’s structure.

6. Literature Review:

  • Review relevant literature and previous research in the field.
  • Highlight gaps in existing knowledge that the current study aims to address.

7. Methodology:

  • Clearly describe the research design, methods, and materials used.
  • Include details on data collection, sampling, and statistical analyses.

8. Results:

  • Present the findings of the study in a clear and organized manner.
  • Use tables, figures, and graphs when necessary.
  • Provide statistical details and significance values.

9. Discussion:

  • Interpret the results and discuss their implications.
  • Compare findings with previous research.
  • Address limitations of the study.
  • Propose future research directions.

10. Conclusion:

  • Summarize the main findings and their significance.
  • Restate the research objectives.
  • Suggest practical applications or implications.

11. References:

  • List all the sources cited in the paper.
  • Follow the citation style specified by the journal or conference.

12. Acknowledgments:

  • Acknowledge individuals or institutions that contributed to the research.

13. Appendices:

  • Include supplementary material if necessary, such as raw data or additional details.

Formatting Guidelines:

  • Font and Size:

    • Use a standard font (e.g., Times New Roman, Arial) and size (often 12-point).
    • Check if the template specifies a different font or size.

  • Margins:

    • Follow the specified margin requirements (commonly 1 inch or 2.54 cm).

  • Line Spacing:

    • Typically, use double-spacing for the entire document.

  • Page Numbers:

    • Add page numbers in the specified format and location.

  • Headings and Subheadings:

    • Format headings and subheadings consistently.
    • Use the designated heading styles if provided in the template.

  • Figures and Tables:

    • Ensure that figures and tables are properly labeled and formatted.
    • Follow the template’s instructions for placement.

  • Citations and References:

    • Use the citation style specified by the journal or conference (APA, MLA, IEEE, etc.).
    • Verify the format for in-text citations and the reference list.

Additional Tips:

  • Read the Guidelines:

    • Thoroughly read and follow the formatting guidelines provided by the journal or conference.

  • Use the Provided Template:

    • If a template is provided, use it to ensure adherence to specific formatting requirements.

  • Proofread:

    • Carefully proofread the paper for grammatical errors, typos, and formatting issues.

  • Submission Checklist:

    • Create a checklist based on the journal or conference requirements to ensure nothing is overlooked before submission.

By adhering to the specific formatting guidelines provided by the journal or conference, researchers increase the chances of their papers being accepted and published. It is essential to be meticulous in following the instructions to meet the publication standards of the target venue.

Most Commonly Used Terms in Cricket

Bloganuary writing prompt
What do you complain about the most?
View all responses

Cricket, a popular sport played in many countries, has its own set of terms and terminology. Here are some key terms used in cricket:

Photo by Patrick Case on Pexels.com
  1. Batsman (or Batter): The player from the batting team who is currently in play and facing the bowler.
  2. Bowler: The player from the bowling team who delivers the ball to the batsman.
  3. Wicket: The set of three stumps and two bails at either end of the pitch. A wicket can refer to the dismissal of a batsman as well.
  4. Run: The unit of scoring in cricket. Batsmen score runs by running between the wickets after hitting the ball.
  5. Over: A set of six consecutive legal deliveries bowled by a bowler.
  6. Innings: One side’s or one player’s turn to bat or bowl. In limited-overs cricket, each team typically gets one or two innings, while in Test cricket, each team has two innings.
  7. No Ball: An illegal delivery by the bowler that results in the batting side being awarded an extra run. The batsman cannot be dismissed on a no-ball unless they are run out.
  8. Wide: A delivery that is too wide for the batsman to play a shot, resulting in the batting side being awarded an extra run. The ball is not counted as one of the six in the over.
  9. Extras: Runs scored by the batting team that are not attributed to any batsman’s individual score, such as wides, no-balls, and byes.
  10. Dismissal: The act of getting a batsman out. Common forms of dismissal include bowled, caught, lbw (leg before wicket), run out, and stumped.
  11. Fielding: The defensive aspect of the game, where players try to prevent the batting side from scoring runs by stopping the ball and attempting to dismiss batsmen.
  12. Captain: The leader of a cricket team responsible for on-field decision-making.
  13. Umpire: The officials responsible for ensuring that the game is played in accordance with the rules. There are usually two on-field umpires and a third umpire for TV referrals.
  14. Duck: When a batsman gets out without scoring any runs.
  15. Century: When a batsman scores 100 runs in an innings.
  16. Duckworth-Lewis Method: A mathematical formula used to adjust target scores in limited-overs matches affected by weather interruptions.
  17. Powerplay: A set number of overs at the beginning of an innings in limited-overs cricket during which fielding restrictions are in place.

These are just a few examples, and there are many more cricket terms specific to the rules and nuances of the game.

Climate Impacts Awards: Unlocking urgent climate action by making the health effects of climate change visible

 The aim of this scheme is to make the impacts of climate change on physical and mental health visible to drive urgent climate policy action at scale. We will fund transdisciplinary teams to deliver short-term, high-impact projects that maximise policy outcomes by combining evidence generation, policy analysis, engaged research approaches and communication strategies.

Skip to contenScheme at a glance

Career stage:
Mid-career researcher, Established researcher
Where your administering organisation is based:
Anywhere in the world (apart from mainland China)
Level of funding:

Up to £2.5 million

Duration of funding:

Up to 3 years

Next deadline

Next deadline

Full application deadline: 3 April 2024

View all key dates

About this scheme

In 2023, Wellcome launched the Climate Impacts Awards and funded 11 innovative global projects.

In 2024, we will fund projects that generate context-specific evidence using community knowledge and experiences to deliver actionable policy outcomes that can be scaled to multiple settings. We will prioritise funding for research that involves and serves the needs of communities most impacted by the health effects of climate change, and advances stories and narratives that tend to be absent in the media or underrepresented in public discourse (Perga et al, 2023). This will include generating and/or synthesising relevant data and insights (preferably across multiple sites or countries) on significant health issues arising from climate impacts.

We are looking for proposals with a clear theory of change and strong understanding of policy levers. Policy outcomes should be achievable within the award period, innovative in their design and should support meaningful and sustainable change. Proposals should describe the intended policy outcomes and how new insights and effective communication will influence these outcomes.

Teams must have prior demonstrable success in work that combines science, policy and society (Serrao-Neumann, et al 2021). We use the Organisation for Economic Co-operation and Development (OECD) definition of transdisciplinary research. Transdiscipilary research combines knowledge from different scientific disciplines, citizens, public and private sector stakeholders to address complex societal challenges. By engaging key stakeholders from the outset and embedding different expertise in the research design, we expect that teams will use evidence and impactful narratives on the effects of climate change on health to drive urgent policy change that supports collaborative solutions for climate change adaptation and mitigation. 

This scheme aims to make the impacts of climate change on health visible. There are many reasons the impacts of climate change could be invisible.

These include but are not limited to:

  • distance: decision makers not being based where the impacts are happening
  • ideology: political polarisation results in missing voices, disinformation or lack of information
  • unseen: some of the climate impacts of environmental drivers of health outcomes (for example, certain chemicals, pollutants or microscopic organisms) may not be visible and therefore may be ignored
  • linkage: the links between climate change and health effects not being explicitly made or understood
  • low priority: climate change’s effects on health are not given much focus due to competing priorities, unconvincing analyses and communications challenges.

Motivation for this scheme

Proposals that this funding will support

Eligibility and suitability

Who can apply, who can’t apply, what’s expected of your organisation

About you

You can apply for this award if you are a team leader who wants to advance transdisciplinary research on the impacts of climate change on health.

As the lead applicant, you will be expected to:

  • have experience leading transdisciplinary teams and working in the science-policy-society interface
  • have prior experience of research engaging with policy partners
  • have knowledge brokering skills such as the ability to bring together research teams and impacted communities
  • actively promote a diverse, inclusive and supportive environment within your team and across your organisation.

Your team can include researchers from any discipline (natural, physical and social sciences as well as technology) but must be transdisciplinary (using the OECD definition) and include expertise in policy, public engagement and communications. In addition to strong health expertise, we are particularly interested in teams that can demonstrate strong climate expertise.

During your award we expect you to:

  • fill an important evidence gap where the data and insights generation and/or synthesis could help drive urgent action
  • work across a transdisciplinary team involving researchers, policymakers, communicators, and other key stakeholders including impacted communities
  • co-develop and co-produce evidence to fill the identified gap with the involvement of impacted populations and communities (Vargas et al, 2022)
  • deliver a public engagement and communications strategy that embeds key stakeholders within the design and maximises the intended policy outcomes
  • provide evidence that can help support collaborative solutions to drive urgent climate action.

The award will be held by a lead applicant from an eligible administering institution, on behalf of a team of coapplicants.

At the time of submission the lead applicant:

  • must be able to demonstrate that they have a permanent, open-ended, or long-term rolling contract for the duration of the award
  • must be able to contribute at least 20% of their time to this award
  • must be based at an eligible administering organisation that can sign up to Wellcome’s grant conditions
  • can only be a lead applicant on one application to this scheme. Lead applicants can be included as a coapplicant on one other application, but they must be able to demonstrate that they have sufficient capacity for both projects if funded.

Wellcome cannot make awards to teams with co-lead applicants.

Coapplicants

  • Can be based anywhere in the world (apart from mainland China).
  • Must be able to contribute at least 20% of their time to this project.
  • Must be essential for delivery of the proposed project and provide added value to the team. For example designing the research, writing the application, providing training, knowledge brokering or managing the programme.
  • Must have a guarantee of workspace from their organisation for the duration of the award.
  • Must be based at an eligible organisation that can sign up to Wellcome’s grant conditions.
  • Must include in-country policy actors and/or practitioners, civil servants, private sector, civil society actors.
  • Do not need to have a permanent, open-ended, or long-term rolling contract at their organisation.
  • Can be at any career stage (please clearly outline the career stage of all coapplicants in the application). We would encourage research teams to consist of at least 1 early-career stage researcher.
  • Coapplicants can be listed on a maximum of two applications only. 

Your application can have a maximum of 7 coapplicants. Lead applicants should ensure that each coapplicant provides added value to the team in terms of the expertise and experience outlined in the criteria.

The team

Team members (coapplicants, staff, consultants) must combine researchers from different disciplines, policymakers, community stakeholder representatives and/or engagement experts. We are looking for transdisciplinary teams that can demonstrate strong health as well as climate expertise (particularly climate and meteorological science).

Additional expertise could span across:

  • specific sectors (for example, housing or agriculture)
  • economics
  • political science
  • private sector
  • public engagement
  • media or communications.

Your team should be able to demonstrate:

  • a history of collaborating together and successfully delivering projects among members of the team
  • a strong record of working in climate change and health research
  • a strong record of working with communities most affected by climate change
  • a strong record of working in collaboration with policymakers or decision makers involved in delivering climate solutions
  • experience designing and planning research projects with major policy implications
  • experience designing and delivering communications and/or public engagement activities, co-produced with impacted communities and key stakeholders with clear policy impact.

We will be looking across the team (including lead applicant and coapplicants) for the criteria identified on this page.

Administering organisations

The lead applicant must be based at an eligible administering organisation that can sign up to Wellcome’s grant conditions (can be based in any country apart from mainland China). The project must have a lead applicant based in all countries where the research activities are taking place.

Eligible administering organisations for the proposal can be:

  • higher education institutions
  • research institutes
  • non-academic healthcare organisations
  • not-for-profit or non-governmental organisations

One organisation can submit multiple different applications. 

What’s expected of the administering organisation:

We also expect your administering organisation to:

  • give you, and any staff employed on the grant, at least 10 days a year (pro rata if part-time) to undertake training and continuing professional development (CPD) in line with the Concordat. This should include the responsible conduct of research, research leadership, people management, diversity and inclusion, and the promotion of a healthy research culture
  • provide a system of onboarding, embedding and planning for you when you start the award
  • provide you with the status and benefits of other staff of similar seniority
  • if your administering organisation is a core-funded research organisation, this award should not replace or lead to a reduction in existing or planned core support.

Time spent away from research and part-time working

You can apply if you’ve been away from research (for example, a career break, maternity leave or long-term sick leave). We’ll allow for this when we consider your application. Lead and coapplicants can be part-time. There is no formal minimum, but part-time working needs to be compatible with delivering the proposal successfully.

Inclusive research design

The proposed research should be equitable, diverse and inclusive in a way that is appropriate to the place in which the research is conducted and the aims of the research or other activities.

This should focus on:

  • Who defines and does the research: we expect our partners to demonstrate to us that their research community has substantive input from, and engagement with, the primary end users or subjects of their research, be they patients, participants or policymakers.
  • How the research is done: we expect our partners to demonstrate to us that their research agenda and the design and conduct of their research substantively engages with the needs and values of the people and communities who are participating in, or are the subject of, their research.
  • Who benefits from the research: Wellcome already has a commitment to focusing on those most affected by our health challenges. Accordingly, we expect our research partners to be able to demonstrate within their research and activity plans that their outputs will be made meaningfully accessible and used by those who most need it and, if appropriate, those who participated in the research.

Who can’t apply

You cannot apply if you intend to carry out activities that involve the transfer of grant funds into mainland China.

Other Wellcome awards

  • An early-career researcher can be a lead applicant on one Wellcome award and a coapplicant on one other Wellcome award, or a coapplicant on two Wellcome awards.
  • A mid-career researcher can be a lead applicant on one Wellcome award and a coapplicant on two other Wellcome awards, or a coapplicant on three Wellcome awards.
  • An established researcher can be:
    • a lead applicant on two Wellcome awards, one as the sole applicant and one as lead applicant for a team, or both as the lead applicant for a team. They can also be a coapplicant on two other Wellcome awards; or
    • a lead applicant on one Wellcome award, as the sole applicant or lead for a team, and a co-applicant on three other Wellcome awards; or
    • a coapplicant on four Wellcome awards.  

The awards should be for different research projects, with no overlap in work packages.

Resubmissions

For teams that were shortlisted in the 2023 Climate Impacts Awards, we will only accept resubmissions if there are significant amendments to the application based on the feedback provided.

About your proposal

What is in scope and full application assessment criteria

Wellcome’s Climate & Health team will continue to modify the award each year, guided by learnings and insights from the past year and broader trends in the climate and health space. What is in/out of scope this year may not be the same in subsequent years, as well as the remit and criteria. 

In scope

  • Proposals where the primary focus is on the current or future direct and environmentally mediated physical or mental health outcomes attributable to climate change (Haines & Ebi 2019 for definitions), making the health effects of climate change visible.
  • Proposals that include the four key elements of:
    1. an evidence gap that can be filled in the short time available
    2. a clear policy pathway
    3. engaged research approach with key stakeholders identified
    4. a communications strategy that can drive change.

Out of scope

  • Proposals where the primary focus is on:
    • Socially mediated health effects (such as migration and livelihoods) – we are aware that all health outcomes have a social context but are looking for research where environmentally driven aspects of climate change are the primary driver(s) of a given health outcome.
    • Current or future health effects attributable to the consequences of climate change action (mitigation or adaptation). Wellcome is not looking to fund research on these unintended consequences of maladaptation through this award. We may consider funding opportunities on those topics in the future.
    • Current or future health effects attributable to the drivers of climate change (for example, fossil fuel emissions).
  • Proposals where the goal of the project is general advocacy for a specific issue, rather than specific policy opportunities that can be achieved in a realistic timeframe through targeted and co-produced evidence and communications activities.
  • Proposals where the four key elements are not articulated.
  • Proposals submitted in the first round of the scheme that were not shortlisted.
  • Proposals that were shortlisted in the first round that have not undergone major revision.

How applications will be assessed

Applications will be triaged internally at Wellcome with expert methods advisors. Shortlisted applications will be submitted for review by the Funding Advisory Committee which will make funding recommendations to Wellcome’s Climate & Health team. The team will use these as a basis for final funding decisions. The total number of projects we fund through this award will depend on several factors, such as the number and quality of applications received.

Wellcome has a preference for proposals focused on policy outcomes informed by communities most impacted by climate change in both HICs and LMICs. Wellcome does not have a preference for single or multi-country studies but does have a preference for proposals that aim to demonstrate the scale of the problem and the potential for climate action at scale.

There is no preference for proposals that generate new data versus synthesise available data. Data should be managed/collected following the FAIR Guiding Principles for scientific data management and stewardship.

The Funding Advisory Committee will assess applications based on the following criteria:

Theory of change (25%):

  • Problem articulation: ability to articulate the problem and identify the evidence gap. For example, if your proposal outlines a solution/s, guided by policy analysis and insight. Clarity about the policy opportunity and implications of the proposed activities.
  • Potential to have policy impact in the timeframe of the award. For example, is this work scalable or transferable?
  • Evidence of demand for this research.
  • Relevance of the proposed work in driving context-specific climate action.

Approach and methods (50%):

  • The quality, innovation and mix of methodologies proposed. For example, is the presented theoretical and conceptual framework informed by different perspectives (such as natural sciences, social sciences, epidemiological analysis, economic analysis, political analysis and climate sciences).
    • Justification for the chosen methods, including qualitative and quantitative work packages.
  • Relevance and innovation of the proposed communication strategy. For example, the ability to communicate the policy opportunity, implications of the proposed activities and engagement with key stakeholders.
  • The approach to engaged research:
    • Clear identification and justification of key stakeholders and impacted communities’ involvement (for example, local, or national governments, civil society, community-based organisations, international or multilateral organisations, private sector, local or national government).
    • Evidence of stakeholders and impacted communities contributing to the research design and research questions and their involvement is clearly shown throughout the lifespan of the proposed activities. For example, if the project responds to the needs, interests and capacities of the stakeholders and impacted communities.
    • The engagement methods and framework that will be used and how these are integrated and beneficial to the wider ambitions of the project.
  • Monitoring and evaluation to track and assess the results of planned activities throughout the lifetime of the project.

Team, skill and experience (25%):

  • Transdisciplinary teams: the team composition includes an appropriate combination of individuals and organisations with the capacity, skills and experience to deliver the project and its intended outcomes. Outline how your team will work across the science-policy-society interface and has expertise in climate and health.
  • Successful partnerships: evidence of a history of working together and using a transdisciplinary approach.
  • Evidence that the team has the relevant expertise to deliver the approach and methods outlined. For example, triallists, policy analysis, policy practice, engagement practices and communication strategies.
  • Evidence of a commitment to equity, diversity and inclusion. For example, your approach to recruiting a diverse team and how you will promote inclusion of members in the research and outputs produced.
  • Clear articulation of what a positive research culture is and how teams will foster this through their future work.

The maximum word count for the programme of work description is 3,000 words.

Applicants do not need to submit ethics approval to the administering organisation by the deadline but should give some consideration to potential ethical issues that may arise through the proposed work in the application.

Please provide any relevant links including publications, websites, social media and videos. We advise you to use links strategically, and be sure to include all of the crucial information in the text of the application as the reviewers are not required to go through each link. Any links must be written out in full URL format.

How to apply

Stages of application

1. Before you apply

2. Submit your application to your administering organisation for approval

  • Complete your application on Wellcome Funding.
  • View the sample application form.
  • Submit it to the ‘authorised organisational approver’ at your administering organisation for approval. Make sure you leave enough time for the approver to review and submit your application before the deadline. The approver may ask you to make changes to your application.

3. Administering organisation reviews your application and submits it to us

  • Your application must be submitted by 17:00 BST on the deadline day.  

4. Shortlisting

  • Shortlisting will be carried out internally as the application assessment criteria outlines above.  

5. Funding decision

  • An external expert committee will make funding recommendations to us based on which we will make final funding decisions.
  • You will receive an email notification of the funding decision soon after the decision has been made.
  • The reasons for a decision will be provided to unsuccessful applicants in writing.
Start your application

Log in to our online grants system. You can save your application and return to it any time.

Top Fully Funded PhD and Postdoctoral Programs in Environment and Sustainable Development

By Shashikant Nishant Sharma

 As the global community continues to grapple with pressing environmental challenges, the need for qualified professionals in the field of environment and sustainable development becomes increasingly crucial. Pursuing a PhD or postdoctoral program in this field not only offers individuals the opportunity to contribute meaningfully to addressing environmental issues but also opens doors to diverse career paths in academia, research, policy, and more. In this article, we will explore some of the top fully funded PhD and postdoctoral programs in environment and sustainable development.

  1. Fulbright Scholar Program

The Fulbright Scholar Program is renowned for providing fully funded opportunities for scholars, including those in the field of environment and sustainable development. This program promotes international collaboration and cultural exchange, allowing scholars to conduct research, teach, or pursue advanced studies in the United States and other countries.

  1. European Environmental Agency (EEA) PhD Studentship Program

The EEA offers fully funded PhD studentships in collaboration with various universities across Europe. These programs focus on a wide range of environmental topics, including climate change, biodiversity conservation, and sustainable resource management. Scholars benefit from access to cutting-edge research facilities and a collaborative network of experts.

  1. Swiss Federal Institute of Technology (ETH Zurich) – Doctoral Programs

ETH Zurich is a prestigious institution known for its commitment to sustainability and environmental research. The university offers fully funded doctoral programs in environmental science and engineering, providing students with the opportunity to work on interdisciplinary projects and contribute to sustainable development.

  1. MIT Environmental Solutions Initiative – Postdoctoral Fellowships

The Massachusetts Institute of Technology (MIT) Environmental Solutions Initiative offers postdoctoral fellowships for researchers interested in addressing global environmental challenges. This program provides funding and mentorship to scholars working on innovative and impactful projects related to environmental sustainability.

  1. Australian Research Council (ARC) Centre of Excellence for Environmental Decisions – Postdoctoral Fellowships

The ARC Centre of Excellence for Environmental Decisions in Australia provides postdoctoral fellowships for researchers in the field of environmental science and sustainable development. This program supports projects aimed at enhancing decision-making processes for biodiversity conservation and ecosystem management.

  1. Chinese Academy of Sciences (CAS) – International Postdoctoral Exchange Fellowship Program

The CAS International Postdoctoral Exchange Fellowship Program encourages international collaboration in environmental research. This fully funded program allows postdoctoral researchers to work with leading Chinese institutions on projects related to environmental protection, climate change, and sustainable development.

  1. United Nations University – PhD Fellowships in Sustainability Science

The United Nations University offers fully funded PhD fellowships in Sustainability Science, focusing on research that addresses global sustainability challenges. Fellows have the opportunity to work with leading experts and contribute to policy-relevant research in areas such as climate change, sustainable development, and natural resource management.

Conclusion

Embarking on a fully funded PhD or postdoctoral program in environment and sustainable development opens up exciting opportunities for researchers to make meaningful contributions to the global effort to address environmental challenges. These programs not only provide financial support but also offer access to cutting-edge research facilities, expert mentorship, and a network of like-minded professionals. As the demand for skilled individuals in this field continues to grow, these top programs play a crucial role in nurturing the next generation of leaders and innovators committed to creating a more sustainable and resilient world.

References

Åkerlind*, G. S. (2005). Postdoctoral researchers: roles, functions and career prospects. Higher Education Research & Development, 24(1), 21-40.

Fairman, J. A., Giordano, N. A., McCauley, K., & Villarruel, A. (2021). Invitational summit: Re-envisioning research focused PHD programs of the future. Journal of Professional Nursing, 37(1), 221-227.

Ginther, D. K., & Heggeness, M. L. (2020). Administrative discretion in scientific funding: Evidence from a prestigious postdoctoral training program✰. Research policy, 49(4), 103953.

Gould, J. (2015). How to build a better PhD. Nature, 528(7580), 22.

Universities offering doctoral and post doctoral courses in health economics and sustainable development. (2024, January 29). Edupub.org. https://articles.edupub.org/2024/01/universities-offering-doctoral-and-post.html




Impact of Financial Literacy on Retirement Planning of Women Employees in Public Electricity Companies in Telangana

By S. Kavitha Devi & M. Priyanka

Abstract:

The purpose of this research is to investigate the Impact of financial literacy on retirement planning of women employees in public Electricity companies in Telangana. The current research study is an investigative and exploratory research. It uses primary data. The study examined partial least square-structural equation modelling (PLS-SEM) obtained by sampling data from 406 women employees of Public Electricity Companies in Telangana. The findings of this study have important inferences for both researchers and practitioners in the field of personal finance. They highlight the significance of FL in influencing individuals’ Retirement Planning. Moreover, the role of psychological factors emphasizes the need to consider these factors when examining the relationship between FL and Retirement Planning. These findings suggest that interventions aimed at improving FL should also focus on enhancing individuals’ Psychological Factors and cultivating positive Retirement Planning Behavior.

 

Keywords:  financial literacy; financial risk tolerance; retirement planning; herding behavior.

Introduction

Financial education or financial literacy has gained relevance in recent years as a result of the rising complexity of the financial products and services available, as well as information asymmetry between financial service providers and consumers. Financial education is the process of obtaining the information and abilities needed to handle and use money in an educated and efficient manner. It is a lifelong process that assists people and households in becoming more knowledgeable about the financial goods and services offered in the market in order to make wise decisions regarding their use. Financial education is broadly defined as the understanding of financial market products, particularly rewards and risk, in order to make educated decisions. Organisation for Economic Co-operation and Development (OECD, 2013) has defined financial education as “the process by which financial consumers/ investors improve their understanding of financial products, concepts and risks through information, instruction and/or objective advice, develop the skills and confidence to become more aware of financial risks and opportunities, to make informed choices, to know where to go for help, and to take other effective actions to improve their financial well-being”. According to Standard & Poor’s Ratings Services Global Financial Literacy Survey, 2014 “76% of Indian adults do not understand key financial concepts like inflation, compounded interest rate, and risk diversification adequately. This finding says that financial literacy is lower than the worldwide average”. Authors Lusardi and Mitchell, 2011, Bucher-Koenen and Lusardi, 2011, Grohmann et al. have revealed in their papers that there is a positive impact of financial literacy on retirement planning.

The development and expansion of any country is heavily influenced by its economic condition. Proper capital formation is necessary to stimulate the process of economic growth. The financial market is crucial in accelerating capital development by encouraging savings and using investment alternatives, which contributes to speeding up the process of wealth creation.

Being a developing country, India needs rapid capital generation. This could only be accomplished by encouraging smart planning and guiding people’s financial habits. The Indian economy has expanded at a quicker rate from the previous decade, however in order to achieve the goal, economic growth alone is not enough must improve citizen living standards. According to Singh (2008) “development cannot be measured only in terms of growth, instead the objective must be to achieve the improvement in the standard living of people.”

According to Ahuwalia (2008) “Indians are poor investors but smart savers. They do not prepare for the long term and do not invest in long-term investment products. Furthermore, it was stated that Indians like to save their money into their houses instead of saving in banks or other investments. This will be a major issue in India, where social security is non-existent”.

Indian Population Context:

 

(Source: IMPORTANCE OF SAVINGS FOR RETIREMENT AND EARLY DECISION

MAKING IN HUMAN LIFE, N Sheikh & S Karnati – 2021)

India is young demographically with 90% of population under the age of 60 years but ageing gradually, it is estimated that persons above the age of 60 would increase from ~8.9% of the population now to ~15% by 2050. Those above 80 are likely to increase from ~0.9% to ~2.8%. According to United Nations World Population Prospects, India’s 60-plus population is expected to reach 323 million by 2050 – a number greater than US Population of 2012.

Figure above shows historical data and future forecasts on the Indian population’s dependency from 1980 to 2050. It can be seen that the percentage of dependent people gradually increased between1980 to 2015. However, the share of the dependent population is predicted to rise faster between 2015 and 2050. In 2050, 15% of India’s elderly population would be dependent on the working population.

Despite the fact that the transition from a young to an older age structure indicates a successful and satisfying outcome of health improvement, the rate of old and the size of the Older population with diverse requirements and resources creates various obstacles for health care providers and Government officials. The percentage of old age people has increased and is expected to increase further, while the percentage of the young age group is decreasing, resulting in a slow but continuous shift to an older population structure in the country. Furthermore, the transition from a young age structure is not uniform across the country. A rising old population requires increased quantity and quality of elder services, income security, and overall improved quality of life. The necessity for social pension payments and the resulting financial outlays to meet expanding old-age dependency and a decreasing support base is more demanding for policy consideration now and in the future.

Research Gap

According to the review of the literature, even though women’s literacy rates have improved significantly in recent years, there are still significant gender gaps in financial education in

India. More research is needed on the factors that contribute to these gaps and an apparent gap is observed in understanding the retirement financial planning of women in India. Previous research on financial literacy usually focuses on its potential effects on financial decision-making; however, little research is done on its effects on retirement planning. Therefore, the present study having spotlight on Financial Literacy and Retirement planning aimed and focused on women employees in electricity companies in Telangana. Majorly it considers respondents awareness levels towards financial literacy and retirement planning decisions of respondents using three components to calculate the financial literacy (financial knowledge, financial attitude and financial behaviour) of women employees to assess the holistic impact on retirement planning decisions. We examine the potential effects of financial literacy on retirement planning of women employees in Public electricity companies in Telangana. This study will fill in this research gap. 

Objectives of Research

1)         To find the relationship between financial literacy levels and retirement financial planning.

2)         To study the impact of psychological constructs variables on the retirement planning of women employees in public electricity companies of Telangana and analyses the financial literacy levels.

Hypotheses

Hypotheses are considered to be the most significant tool in a research study. It makes a difference in representing new tests and their views. Hypotheses are based on fundamental assumptions in every research study. Following a thorough analysis of the relevant literature, an attempt was made to create the conditional assumption in constructing the test and its reasonable consequences. The following hypotheses have been developed for the aim of the research.

H01: There is no significant relationship between financial literacy levels and retirement financial planning.

H02: There is no significant influence of psychological constructs on retirement financial planning.

H02a: There is no significant influence of Future time prospective on retirement financial planning.

H02b: There is no significant influence of Attitude towards Retirement on retirement financial planning.

H02c: There is no significant influence of Risk tolerance on retirement financial planning.

H02d: There is no significant influence of Retirement Goal Clarity on retirement financial planning.

Methodology

Primary Data

Primary Data collected through a Survey Questionnaire from the respondents of women employees in Public Electricity Companies in Telangana

For current study both convenience and snowball sampling methods (non-probability) sampling techniques were used to recruit potential samples for the achievement of the research objectives. Convenience sampling refers to the collection of data from immediately available representative respondents of the population of the study. Convenience sampling would help a researcher when he could not have access to the entire population of the study and/or when a researcher had difficulty identifying the representative sample of the study.

Snowball sampling refers to the researcher initially recruiting participants, and these initial participants help to recruit future respondents for the study. This technique helps the researcher when he is facing challenges or difficulties to collect data from the target potential population of the study. The researcher may be face difficulty due to unknown to the respondents and hesitate to give important personal information to strangers.

This study involved the collection of personal and financial information of the respondents. Some respondents may be unwilling to provide their personal and financial information.

Therefore, convenience and snowball sampling techniques were employed in this study to gather the data to evaluate the research hypothesis. The blend of convenience and snowball sampling methods helps to achieve reliable results for the research investigation.

Secondary Data:

Secondary data collected from various Publications, Journals, Articles, Newspapers and official websites Viz. RBI, SEBI, IRDAI, PFRDA, NCFE, etc.,

Period of the study is between July 2022 and November 2022.

Calculation of Sample Size

The present research study is an investigative in nature, the study is done based on four public electricity companies in Telangana selected on the basis of population as criteria. In order to study the perception of women employee’s financial retirement planning from each company, sample variables are selected proportionately. Hence the total sample size is 406.

Sl.

No.

Name of the        company

Population (women

employees)

1

TSSPDCL

1320

2

TSNPDCL

1182

3

TSGENCO

2429

4

TSTRANSCO

2125

TOTAL

7056

                          (Source: collected from respective HR Department by Researcher)

 

The total women employees of Public Electricity Companies in Telangana is 7056, out of that population the sample is detrained and drawn according to Krejcie Morgan table, at Confidence Level of 95%, Confidence Interval is 4%, Proportion is 5% and if Population is below 8000,

Sample size determined is 367 respondents. In present study 430 respondents sample size was taken, among them 406 were found to be relevant for study.

Proportionately the sample is determined from each company as follows:

 

Sl.

 

No.

Name        of        the company

Population

(womenemployees)

Proportionatesample

1

TSSPDCL

1320

80

2

TSNPDCL

1182

72

3

TSGENCO

2429

131

4

TSTRANSCO

2125

123

TOTAL

7056

406

 

Measurement of Reliability

Cronbach’s Alpha

No of Items

0.867

45

The degree of consistency between multiple measurements of variables was measured by the reliability test. Reliability calculates the accuracy and precision of a measurement procedure. Cronbach’s Alpha is widely used to measure thereliability of data. The coefficient of Cronbach’s Alpha value for financial literacy and retirement planning of womenemployees in public electricity companies of Telangana for 45 variables was 0.867 as presented in the above table.

Analytical Tools and Software

The current research study is an investigative and exploratory research. It uses primary data. Thus data would be analyzed through descriptive statistics, structural equation modeling, factor analysis and frequency tables etc, The software package like SmartPLS is used to analyze the data.

Data Analysis and Results:

Correlation Between Latent Constructs

Correlation refers to the extent to which two variables move together in a systematic way. It quantifies the strength and direction of the relationship between variables. Correlation coefficients, often represented as path coefficients in SEM, indicate the extent to which the latent constructs are related.

 Correlation between latent constructs

Constructs

Financial Literacy

FUTURE TIMEPERSPECTIVE

ATTITUDETOWARDSRETIREMENT

RISKTOLERANCE

RETIREMENTGOALCLARITY

SOCIALGROUPSUPPORT

PLANNINGACTIVITY

SAVINGS

Financial Literacy

1.000

0.320

0.303

0.417

0.272

0.449

0.443

0.268

FUTURE TIMEPERSPECTIVE

0.320

1.000

0.326

0.299

0.293

0.322

0.318

0.288

ATTITUDETOWARDSRETIREMENT

0.303

0.326

1.000

0.284

0.277

0.305

0.301

0.274

RISKTOLERANCE

0.417

0.299

0.284

1.000

0.255

0.420

0.414

0.251

RETIREMENTGOALCLARITY

0.272

0.293

0.277

0.255

1.000

0.274

0.270

0.245

SOCIALGROUPSUPPORT

0.449

0.322

0.305

0.420

0.274

1.000

0.445

0.270

PLANNINGACTIVITY

0.443

0.318

0.301

0.414

0.270

0.445

1.000

0.266

SAVINGS

0.268

0.288

0.274

0.251

0.245

0.270

0.266

1.000

 

These correlations provide insights into the relationships between the latent constructs. For example, Retirement Planning is positively associated with Financial Literacy. As well as, FTP, ATR, RT, RGC, SGS, PA and Savings shows positive associations with Financial Literacy. However, it’s important to note that correlation does not imply causation, and further analysis is needed to understand the underlying factors influencing these relationships.

Common Method Bais (CMB)

The Common method bias can be caused by different groups responding differently to the same questions or scales, leading to inaccurate results(Podsakoff & Organ, 1986). Another source of bias is the researcher’s own expectations or preconceptions about the data. This could lead to a researcher interpreting the data in a way inconsistent with the actual results. (MacKenzie & Podsakoff, 2012)  (Spector, 2006).

Inner Model VIF Values using Random Variable method

Constructs

Random Variable

Financial Literacy

1.720

Future Time perspective

1.303

Attitude Towards Retirement

1.507

Risk Tolerance 

1.635

Retirement Goal Clarity

1.121

Social Group Support

1.565

Planning Activity

1.626

Savings

1.747

 

To mitigate the CMB, used different anchors of constructs while collecting the data from respondents, different scales were also adopted, research instrument was pre-tested with two academicians in the field and six respondents. and report a full collinearity measure by reporting that all inner and Outer VIF values are less than 3.3(Kock & Lynn, 2012) (Kock, 2015). 

Hence the model is free from CMB.

Factor Loading and AVE ( From author collected data)

 

 

These results indicate that the indicators generally have strong to moderate relationships with their respective constructs, and the constructs explain a substantial amount of variance in their indicators.

Model Assessment Procedure:

The Model Assessment Procedure introduced by Hair et al. in 2017a is a methodology used to evaluate the performance and validity of a statistical model. This procedure involves several steps to ensure the accuracy and reliability of the model’s results. The Model Assessment Procedure by Hair et al. provides a systematic framework for developing and evaluating statistical models, ensuring that they are robust, reliable, and appropriate for the research objectives at hand.

1.     Evaluation of the Measurement Model:

1.1.Internal Consistency & Reliability: Internal consistency and reliability are important concepts in the field of measurement and psychometrics. They refer to the extent to which a measurement instrument, such as a questionnaire or a test, consistently and reliably measures a particular construct or attribute.

 

 

 

 

Reliability Thresholds

Constructs

Cronbach’s alpha

Composite reliability (rho_a)

Composite reliability (rho_c)

Future Time Prospective

0.702

0.783

0.812

Attitude Towards Retirement

0.700

0.711

0.752

Risk Tolerance

0.720

0.743

0.753

Retirement Goal Clarity

0.909

0.923

0.931

Social Group Support

0.702

0.719

0.749

Planning Activity

0.726

0.730

0.731

Savings

0.715

0.721

0.765

Cronbach’s alpha values greater than 0.60 for the early stages of the research, values of at least 0.70 required, values higher than 0.95 are not desirable(Nunnally,1978)

Cronbach’s alpha can be considered the lower bound and composite reliability(rho_c) the upper bound of the exact internal consistency and reliability.                               

1.2.Discriminant validity: Discriminant validity is a concept in measurement and psychometrics that assesses the extent to which different measures or indicators of distinct constructs are distinct or discriminate from each other. It examines whether measures designed to capture different constructs are truly measuring separate concepts and not converging or overlapping.

                                                Heterotrait-Monotrait Ratio (HTMT)

Constructs

Attitude Towards Retirement

F L

F T P

P A

R G C

R P

R T

Savings

Financial Literacy

0.61

 

 

 

 

 

 

 

Future Time Prospective

0.60

0.84

 

 

 

 

 

 

Planning Activity

0.57

0.83

0.86

 

 

 

 

 

Retirement Goal Clarity

0.52

0.76

0.41

0.80

 

 

 

 

Retirement Planning

0.51

0.65

0.54

0.72

0.74

 

 

 

Risk Tolerance

0.49

0.97

0.69

0.53

0.63

0.66

 

 

Savings

0.45

0.66

0.57

0.85

0.55

0.59

0.68

 

Social Group Support

0.44

0.71

0.60

0.65

0.54

0.62

0.61

0.78

 

Based on the HTMT values and their confidence intervals, it can be concluded that all the constructs (Financial Literacy, Future Time Prospective, Planning Activity, Retirement Goal Clarity, Retirement Planning, Risk Tolerance, Savings, Social Group support) exhibit discriminant validity. This suggests that these constructs are distinct from each other and do not overlap significantly in measurement.

 

2.     Evaluation of the Structural model:

Evaluation of the Structural Model involves assessing collinearity among constructs, significance and relevance of path coefficients, predictive accuracy (R-squared, F-squared, Q-squared, PLS predict), predictive model selection, and goodness-of-fit.

2.1. Collinearity among constructs:

The Variance Inflation Factor (VIF) is a measure of the degree of multicollinearity between predictor variables in a linear regression model. A VIF of 1 indicates no correlation between the predictor variable and other predictor variables in the model, while a VIF more significant than 1 indicates some degree of multicollinearity. Typically, a VIF value of 5 or greater indicates high multicollinearity and may require corrective action. The VIF values were, listed in Table 5.6, below 5 confirm there was non-existence of multi-collinearity between constructs in this study. . For this, we report a full collinearity measure by reporting that all inner VIF values are less than 3.3 (Kock & Lynn, 2012)(Kock, 2015).

Inner Model VIF Values

Constructs

Attitude Towards Retirement

F L

FTP

PA

RGC

RP

RT

Savings

SGS

Financial Literacy

 

 

 

 

 

1.458

 

 

 

Retirement Planning

1.659

 

1.885

1.215

1.632

 

1.145

1.745

1.656

Source: Calculated by Author

In summary, based on the VIF values provided, there is no substantial collinearity issue among the constructs in the model. The VIF values are all relatively low, indicating that the variables are not highly correlated, and the model is not affected by multicollinearity.

2.2.  Hypotheses Testing:

 

After confirmation of the reliability and validity of the outer model, the significance of research model (hypothesized) relationships was examined with standardized path coefficient (b) and critical value (T-Value) at the significant level of 5 % (P-Values) by using the PLS bootstrapping. 

The first hypothesis (H1) is supported by (β=0.626, P<0.05) Financial Literacy positively effects Retirement Planning.The second hypothesis (H2) is supported by (β=0.932, P<0.05) Retirement Planning positively effects Future Time Prospective.The third hypothesis(H3) is supported by (β=0.905, P<0.05)  Retirement Planning positively effects Savings. The fourth hypothesis(H4) is also supported (β=0.817, P<0.05) as Retirement Planning has a positive significant effect on ATR. The fifth hypothesis (H5) is also supported (β=0.874, P<0.05) as Retirement Planning has a positive significant effect on Planning Activity.

The sixth hypothesis (H6) is also supported (β=0.839, P<0.05) as Retirement Planning has a positive significant effect on Risk Tolerance. 

The seventh hypothesis (H7) is supported by (β=0.921, P<0.05), as Retirement Planning has a positive significant effect on Retirement Goal Clarity. 

The eighth hypothesis(H8) is supported by (β=0.892, P<0.05), as Retirement Planning has a positive significant effect on Social Group Support.

Hypothesis Results

Hypothesis

Relationship

Path Coefficients  (b)

Standard Deviation (STDEV)

T Value (|b/STDEV|)

P Values

Decision

H1

Financial Literacy – Retirement Planning

0.626

0.057

10.982

0.000

supported

H2

Retirement Planning Future Time Prospective

0.932

0.043

21.674

0.000

supported

H3

Retirement Planning –Savings

0.905

0.039

23.205

0.000

Supported

H4

Retirement Planning-> Attitude Towards Retirement

0.817

0.046

17.760

0.001

supported

H5

Retirement Planning-> Planning Activity

0.874

0.048

18.208

0.000

supported

H6

Retirement Planning- Risk Tolerance

0.839

0.071

11.816

0.012

supported

H7 

Retirement planning-Retirement Goal Clarity

0.921

0.083

11.096

0.000

supported

H8 

Retirement planning- Social Group Support

0.892

0.049

18.204

0.000

supported

2.3.Goodness-of-fit: For PLS-SEM SRMR will give a goodness-of-fit index.

Standardized root mean square residual (SRMR): squared discrepancy between the observed correlations and the model implied indicator correlations.

SRMR assessing the quality of the whole model results (i.e., jointly evaluating the outer and inner model results). It Should be less than 0.08 (Hair et al.,2019).

As per PLS algorithm results, the research model’s SRMR is 0.075, which is less than the threshold limit (0.08). Hence it is concluded as our model has a good fit.

Discussion:

The frequency statistics of age represent that most of the women working in Public Electricity companies in Telangana were aged between 31 to 40 years representing almost 32.5 %; aged between 41 to 50 years represented 29.3 %, 21.2 % of respondents were from the age group of 51-60 years and 7 % of respondents were above the age 60 who were near to retirement and 10.0% of individuals falls under the age group 20 to 30 years. All the respondents were below their retirement age. The Profession of the respondents were either financial or non-financial. Maximum respondents i.e., 61.33% respondents were from non-financial background. The rest 38.66% respondents were from financial background. Findings of the study reveal that most of the respondents were from non-financial background. 

The findings of this study have important inferences for both researchers and practitioners in the field of personal finance. They highlight the significance of FL in influencing individuals’ Retirement Planning. Moreover, the role of psychological factors emphasizes the need to consider these factors when examining the relationship between FL and Retirement Planning. From a practical standpoint, these findings suggest that interventions aimed at improving FL should also focus on enhancing individuals’ Psychological Factors and cultivating positive Retirement Planning Behavior. This could be achieved through targeted educational programs, financial counselling, and promoting a financial environment that fosters positive financial behaviors.

Conclusion:

Result shows that those who practice constructive financial habits tend to achieve good Retirement Planning. The well Retirement Planning can be enhanced through sound FL, FTP, ATR, SGS, RGC, Planning Activity, Savings. Among the predictors of Retirement Planning, Psychological factors has a higher impact followed by financial literacy of women employees. It is very important to understand the concepts like the impact of simple and compound interest rates, understands inflation, risk diversification, and the time value of money, have a positive perception of money, budget money in a planned manner, and explore financial products/services like a savings account, debit card, credit card, and insurance, to achieve the Retirement Planning of women employees.  The research model has explained 39.2% of the variance in financial wellbeing. So, it can be concluded as Retirement Panning is a long-term goal to achieve by admitting financial literacy, psychological factors. By prioritizing financial literacy, psychological factors individuals can achieve Retirement Planning and improve their overall quality of life.

References:

[1.]       Hogarth, R. M., & Karelaia, N. (2006). “Take-the-best” and other simple strategies: why and when they work “well” with binary cues. Theory and Decision, 61, 205-249.

[2.]       Lusardi, A., & Tufano, P. (2015). Debt literacy, financial experiences, and overindebtedness. Journal of Pension Economics & Finance, 14(4), 332-368.

[3.]       Lusardi, A. (2008). Financial literacy: an essential tool for informed consumer choice? (No. w14084). National Bureau of Economic Research.

[4.]       Lusardi, A. (2008). Household saving behavior: The role of financial literacy, information, and financial education programs (No. w13824). National Bureau of Economic Research.

[5.]       Thomson, S., De Bortoli, L., Underwood, C., & Schmid, M. (2020). PISA 2018: Financial Literacy in Australia.

[6.]       Awais, M., Laber, M. F., Rasheed, N., & Khursheed, A. (2016). Impact of financial literacy and investment experience on risk tolerance and investment decisions: Empirical evidence from Pakistan. International Journal of Economics and Financial Issues, 6(1).

[7.]       Garman, E. T., MacDicken, B., Hunt, H., Shatwell, P., Haynes, G., Hanson, K. C., … & Woehler, M. B. (2007). Progress in measuring changes in financial distress and financial well-being as a result of financial literacy programs. Consumer interests annual, 53, 199-211.

[8.]       Beal, D., & Delpachitra, S. (2003). Financial literacy among Australian university students. Economic Papers: A journal of applied economics and policy, 22(1), 65-78.

[9.]       Bianchi, M. (2018). Financial literacy and portfolio dynamics. The Journal of Finance, 73(2), 831-859.

[10.]    Bialowolski, P., Cwynar, A., Xiao, J. J., & Weziak‐Bialowolska, D. (2020). Consumer financial literacy and the efficiency of mortgage‐related decisions: New evidence from the Panel Study of Income dynamics. International Journal of Consumer Studies.

[11.]    Lusardi, A., & Tufano, P. (2015). Debt literacy, financial experiences, and overindebtedness. Journal of Pension Economics & Finance, 14(4), 332-368.

[12.]    Taft, M. K., Hosein, Z. Z., Mehrizi, S. M. T., & Roshan, A. (2013). The relation between financial literacy, financial wellbeing and financial concerns. International journal of business and management, 8(11), 63.

[13.]    Chu, Z., Wang, Z., Xiao, J. J., & Zhang, W. (2017). Financial literacy, portfolio choice and financial well-being. Social indicators research, 132(2), 799-820.

[14.]    Frijns, B., Gilbert, A., & Tourani-Rad, A. (2014). Learning by doing: The role of financial experience in financial literacy. Journal of Public Policy, 34(1), 123-154.

[15.]    Ameliawati, M., & Setiyani, R. (2018). The influence of financial attitude, financial socialization, and financial experience to financial management behavior with financial literacy as the mediation variable. KnE Social Sciences, 811-832.

[16.]    Khan, F., & Surisetti, S. (2020). Financial well-being of working women: mediating effect of cashless financial experience and digital financial self-socialization. Khan, F and Surisetti, s. Financial well-being of working women: mediating effect of cashless financial experience and digital financial self-socialization. MDIM Business Review, 1(2), 51-68.

[17.]    Nikolaos D. Philippas & Christos Avdoulas (2020) Financial literacy and financial well-being among generation-Z university students: Evidence from Greece, The European Journal of Finance, 26:4-5, 360-381, DOI:  10.1080/1351847X.2019.1701512

[18.]    Yakoboski, P. J., Lusardi, A., & Hasler, A. Financial literacy and well-being in a five generation America.

[19.]    Pandey, A., Ashta, A., Spiegelman, E., & Sutan, A. (2020). Catch them young: Impact of financial socialization, financial literacy and attitude towards money on financial well‐being of young adults. International Journal of Consumer Studies, 44(6), 531-541.

[20.]    Chhatwani, M. (2022). Mortgage delinquency during COVID-19: do financial literacy and personality traits matter?. International Journal of Bank Marketing.

[21.]    Thongrak, N., Chancharat, S., & Kijkasiwat, P. (2021). Financial Literacy: Does It Improve Well-being? A Case Study of Farmers in Khon Kaen, Thailand. In Environmental, Social, and Governance Perspectives on Economic Development in Asia. Emerald Publishing Limited

[22.]    Nunnally, J. C. (1978). Psychometric Theory 2nd ed. Mcgraw hill book company.

[23.]    Gutiérrez‐Nieto, B., Serrano‐Cinca, C., & de la CuestaߚGonzález, M. (2017). A multivariate study of over‐indebtedness’ causes and consequences. International Journal of Consumer Studies, 41(2), 188-198.

[24.]    Huston, S. J. (2010). Measuring financial literacy. Journal of consumer affairs, 44(2), 296-316.

[25.]    Fornero, E., Monticone, C., & Trucchi, S. (2011). The effect of financial literacy on mortgage choices.

[26.]    Lusardi, A., & Mitchell, O. S. (2014). The economic importance of financial literacy: Theory and evidence. Journal of economic literature, 52(1), 5-44.

[27.]    Bhalla, G. S., & Chadha, G. K. (1982). Green Revolution and the Small Peasant: A Study of Income Distribution in Punjab Agriculture: II. Economic and Political Weekly, 870-877.

[28.]    Madi, A., & Yusof, R. M. (2018). Financial Literacy and Behavioral Finance: Conceptual Foundations and Research Issues. Journal of Economics and Sustainable Development, 9(10), 81-89.

[29.]    Wolfe-Hayes, M. A. (2010). Financial literacy and education: An environmental scan. The International Information & Library Review, 42(2), 105-110.

[30.]    Amisi, S. A. R. A. H. (2012). The effect of financial literacy on investment decision making by pension fund managers in Kenya (Doctoral dissertation).

[31.]    Musundi, K. M. (2014). The effects of financial literacy on personal investment decisions in real estate in Nairobi count (Doctoral dissertation, University of Nairobi).

[32.]    Financial Express Bureau, November 24,2020

[33.]    Atkinson, A., & Messy, F. A. (2012). Measuring financial literacy: Results of the OECD/International Network on Financial Education (INFE) pilot study.

 

 

 

 

LINK to DOWNLOAD PDF