EJHEAA
European Journal of Higher Education and Academic Advancement is an open-access, peer-reviewed international journal that offers comprehensive coverage of theoretical and empirical studies of higher education in Europe, comparative research within Europe, and comparisons between European and non-European higher education. Building on the successful legacy of its predecessor, Higher Education in Europe, EJHEAA is establishing itself as one of the flagship journals in the study of higher education and specifically in the study of European higher education. The journal accepts original research articles and proposals for special issues. We strongly recommend that authors consult back issues of EJHEAA for examples of topics of interest to our readership and to ensure that your proposed article is in conversation with any prior articles in the same topic area published in EJHEAA or other higher education journals. The articles that are part of a special issue do not all necessarily have to have an explicit European focus as long as the overall theme of the special issue fits the scope of this journal.
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<![CDATA[Impact of Integrated Personnel and Payroll Information System (IPPIS) on Federal Universities’ Administration in Nigeria ]]>
<![CDATA[Niyi Jacob Ogunode]]>;
<![CDATA[Adamu Dauda Garba]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.80
<![CDATA[This paper discussed the Impact of the Integrated Personnel and Payroll Information System (IPPIS) on the federal universities administration in Nigeria. Secondary data were employed in the paper. The secondary data were collected from print and online publications. The paper concluded that the positive impact of the Integrated Personnel and Payroll Information System (IPPIS) on the federal universities administration includes; a reduction of strikes in federal universities as a result of the management-labour union crisis over unpaid arrears, a reduction of corruption and reduction in administrative wastages. The paper also identified the negative impacts of the implementation of the Integrated Personnel and Payroll Information System (IPPIS) on the federal universities administration including termination of appointment of contract staff, shortage of academic staff, slow in federal university administration and violation of federal universities autonomy. Based on the impacts identified, the paper hereby recommended that federal universities in Nigeria should be removed from the Integrated Personnel and Payroll Information System (IPPIS) platform and be granted full autonomy to operate according to global best practice.]]>
<![CDATA[Courage of Uzbeks on the Battlefields ]]>
<![CDATA[Jumaboyeva]]>;
<![CDATA[Akhtamova Khurshida Jamshid]]>;
<![CDATA[Borikulova]]>;
<![CDATA[Islam Muhammadiyev]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.81
<![CDATA[World War II is one of the greatest tragedies in human history. 72 countries of the world joined this war, and 110 million people were mobilized into their armies. During the war, about 55 million people were killed, thousands of cities and villages, factories and factories, cultural monuments, communication and irrigation facilities were destroyed. The total amount of damages and expenses is 4 trillion. made up the dollar. Here the question arises: what are the reasons for the start of the Second World War? Is it preventable, or does it inevitably start? It is possible to answer this question based on the analysis of the social, political and economic situation in the world in the 30s of the 20th century.]]>
<![CDATA[National-Language Orientation in Teaching The Russian Language to Foreign Students at a Medical University ]]>
<![CDATA[Mamedova Kamila]]>;
<![CDATA[Razykova Lola Tuychievna]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.82
<![CDATA[The article deals with the problem of intensifying the process of teaching foreign students the Russian language at the pre-university stage through the use of a nationally oriented methodology for teaching Russian as a foreign language, relying on the native language as a way to improve the quality of teaching the Russian language.]]>
<![CDATA[Administrators’ Conflict Management and Strategies ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Joan M. Largo]]>;
<![CDATA[Annabelle R. Rabillas]]>;
<![CDATA[Fernando E. Kilag]]>;
<![CDATA[Mark Kevin A. Angtud]]>;
<![CDATA[John Francis P. Book]]>;
<![CDATA[John Michael Sasan]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.98
<![CDATA[This study seeks to identify key elements to workplace conflict. A descriptive phenomenological design, a qualitative method used by the researchers to gain a deeper knowledge of the phenomenon, was used. The experiences of the informants led to the development of five themes. The themes supported the necessity of conflict management, emphasizing its significance particularly in the relationship between administrators and those they supervise. Additionally, their individual families might find it significant. Lessons on how to prevent disputes in every circumstance or job may be learned from the many themes. Hurtful comments, misunderstandings, failing to handle obligations, and failing to delegate jobs were the causes of the conflicts. But these disputes were successfully resolved owing to effective communication and the mediation of friends and coworkers. Conflict can be supported and influenced by effective conflict management. The third theme is "Well-managed conflicts are opportunities for cooperation." The fourth theme is that handling conflict helps people develop as people. Theme No. 5: Conflict situations should be handled completely.]]>
<![CDATA[Effective Fiscal Management in Higher Education: Factors For Success ]]>
<![CDATA[Ryzel Maureen T. Figer-Canes]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.99
<![CDATA[This research aimed to identify the factors that contribute to effective fiscal management in higher education institutions. The study used a mixed-methods approach, including surveys, focus group discussions, and document analysis, to collect data from six state universities and colleges in Eastern Visayas, Philippines. The results showed that the institutions have very satisfactory levels of compliance in their budget planning and preparation, disbursement, and liquidation processes. The factors that contribute to effective fiscal management include strict adherence to accounting rules and regulations, equitable allocation of resources, proper documentation, and the involvement of different school officials in the strategic development planning process. The study also revealed some challenges, including the lack of funding for certain priority projects and the need for better training and capacity-building for financial management personnel. The findings of this research can help higher education institutions in developing effective fiscal management strategies and policies that can lead to better financial performance and accountability.]]>
<![CDATA[Establishing an Effective Peer Support Program for Reading Remediation ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Ana Lissa B. Canubas]]>;
<![CDATA[Lariz Mae R. Uy]]>;
<![CDATA[Evelyn B. Lumando]]>;
<![CDATA[Jhon Rey M. Balicoco]]>;
<![CDATA[Sheryl D. Delima]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.100
<![CDATA[A study was conducted on the second grade non-readers in Toledo City's division. Eight pupils comprised up the cases. Three of them were Pantawid Pampamilyang Pilipino (4Ps) participants and they all came from low-income homes. The standard Philippine Informal Reading Inventory, a technique for evaluating the students' reading ability, was used to identify the extent of their reading difficulties. Pronunciation, omission, identification, mispronunciation, substitution, recognition, and non-readers were among the reading difficulties. Peer mentoring as a reading remediation and instruction eliminates non-readers and other reading problems in the school, according to a theory that the researcher developed as a result of the improvements made by the mentees. A peer mentoring plan was also developed by the researchers as assistance to the reading remediation program of the elementary school. In order to thoroughly examine the disability, look for correlations of the disability, and discover the underlying reasons of the reading handicap, it is imperative that all students from Grade Two up to Grade Six be diagnosed through a complete analysis of causality.]]>
<![CDATA[Preferred Educational Leaders: Character and Skills ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Ronnie E. Pasigui]]>;
<![CDATA[Marsha H. Malbas]]>;
<![CDATA[Ezekiel A. Manire]]>;
<![CDATA[Mercenisa C. Piala]]>;
<![CDATA[Andre Mari M. Araña]]>;
<![CDATA[John Michael Sasan]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.101
<![CDATA[This research study explored the characteristics and skills that teachers believe are important for educational leaders. Using a qualitative research approach and a phenomenological design incorporating narrative analysis, the study analyzed the perspectives of 10 teachers in Toledo City on this topic. The findings revealed that effective communication skills, emotional intelligence, vision and strategic planning, and passion for education were the four main themes identified by the participants as crucial characteristics and skills of educational leaders. These findings provide insights into what teachers value in their leaders and what they believe is important for the improvement of the education system. The study highlights the need for educational leaders to possess a range of characteristics and skills in order to be successful in their role and improve the learning experiences of their students.]]>
<![CDATA[Technical Vocational Education in the Philippines for Sustainable Development ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Japeth N. Mag-aso]]>;
<![CDATA[Karl Brian M. Poloyapoy]]>;
<![CDATA[Ann Carmel H. Gamboa]]>;
<![CDATA[Angel Magdalene V. Mantua]]>;
<![CDATA[Wilma D. Rivamonte]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.102
<![CDATA[This research aims to investigate the role of Technical and Vocational Education (TVE) in promoting sustainable development in the Philippines. A review of related literature was conducted to identify best practices and strategies for promoting the development of the TVE sector. The findings of this research suggest that updating curricula, investment in infrastructure and technology, and a stronger emphasis on lifelong learning can help to promote sustainable development in the Philippines. Additionally, the integration of green skills and environmental education and partnerships with industry can play a crucial role in promoting sustainable development. This research highlights the importance of addressing the challenges facing the TVE sector, including the need for innovative pedagogical approaches and investment in infrastructure and technology. The government, educators, and the private sector have a critical role to play in promoting the development of the TVE sector and ensuring its continued contribution to sustainable development in the Philippines.]]>
<![CDATA[Investment in Education in Nigeria: Barriers and Way Forward ]]>
<![CDATA[Niyi Jacob OGUNODE]]>;
<![CDATA[ATTAH, G,. E.]]>;
<![CDATA[EBUTE, J.]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.103
<![CDATA[This paper discussed barriers to investment in education in Nigeria. Secondary data were used in the paper. The secondary data were gathered from print materials and online publications. The paper identified the poor implementation of national policy on funding of education, subsidy payment, debt servicing, corruption, insecurity problems, fall in national revenue and revenue loss as barriers to investment in education in Nigeria. Based on these problems identified, the paper hereby recommended that government at every tier should implement the National Policy on education financing in Nigeria. The government should remove the subsidy and reinvest the funds in education, health and other sector. The government should reduce the rate at which they are going for both foreign and local loans to reduce the debt rate of Nigeria. The government should employ anti-corruption legal and regulatory instruments to fight corruption in the education sector. Government should improve the finance and accounts systems in the Ministry of Education to strengthen management and audit to improve accountability at national and district levels.]]>
<![CDATA[The Practice of Peace Education: Applied Research on Peace Education in the Twenty-First Century ]]>
<![CDATA[Osias Kit T. Kilag]]>;
<![CDATA[Odilon C. Mambaje]]>;
<![CDATA[Amor A. Rabi]]>;
<![CDATA[Jhonrey C. Uy]]>;
<![CDATA[Elaine G. Miñoza]]>;
<![CDATA[John Byron G. Padilla]]>
<![CDATA[ Journal of Higher Education and Academic Advancement Vol. 1 No. 2 (2024): European Journal of Higher Education and Academic Advancement ]]>
Publisher : <![CDATA[PT ANTIS INTERNATIONAL PUBLISHER ]]>
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DOI: 10.61796/ejheaa.v1i2.104
<![CDATA[This study explores the practice of peace education in the Philippines in the twenty-first century. Data were collected through interviews and focus group discussions with teachers and students from various schools. Thematic analysis was used to analyze the data, which revealed several key findings. First, the implementation of peace education varies across schools, with some schools prioritizing it more than others. Second, teachers play a crucial role in promoting peace education, particularly those who are passionate about the topic and receive training and support in this area. Third, peace education should be integrated into the formal curriculum and tailored to be age-appropriate and culturally relevant. Fourth, the lack of resources and support is a major challenge in promoting peace education. Fifth, social justice education is an important component of peace education. Lastly, peace education should be promoted at all levels of education, from primary school to university. Overall, the findings highlight the importance of prioritizing peace education and providing resources and support to educators in promoting it. By integrating peace education into the formal curriculum and tailoring it to be age-appropriate and culturally relevant, students can develop positive values and attitudes towards peace and conflict resolution.]]>
