INFLUENCE OF SCHOOL OPERATIONS MANAGEMENT ON QUALITY ASSURANCE IN PRIVATE CATHOLIC CHURCH FOUNDED SECONDARY SCHOOLS IN KAMPALA ARCHDIOCESE, UGANDA

Oscar Mugula, Marcella Momanyi, Anthony Mugagga Muwagga

Abstract


The study examined the influence of school operations management on quality assurance in Catholic Church founded secondary schools in Kampala Archdiocese in Uganda. The Embedded design guided the design. The school operations were studied in terms of lean operations, monitoring and target management. Self-administered questionnaires (SAQ), an interview guide, a focused group discussion guide, and an observation checklist were used as data collection instruments. Research instruments were subjected to both content and construct validity. Cronbach’s alpha was used to measure the internal consistency of items in the questionnaire while credibility and dependability were used to determine reliability of the qualitative instruments. Quantitative data analysis involved descriptive statistics and inferential analysis. Descriptive analysis was done using frequencies, and percentages. Inferential statistics used chi-square test for association to test the hypotheses. Qualitative data analysis was done using thematic and content analyses. Findings revealed that quality assurance in the schools was good as well as implementation of operations management. Pearson Chi-Square analysis revealed that operations management had a positive and significant influence on quality assurance in schools. It was concluded that essential quality assurance elements in schools include teacher quality, teaching quality, curriculum quality and facilities quality. School operations management is imperative for implementation of quality assurance in private Catholic Church founded secondary schools. Therefore, it was recommended that stakeholders involved in the management of private catholic church founded secondary schools such as head teachers, Boards of Governors, the Archdiocese Education Secretariat, District Education Officials and Ministry of Education should ensure that quality assurance is maintained by ensuring that in the schools, there are quality teachers, teaching quality, a curriculum of quality and quality facilities quality. The head teachers and Boards of Governors in the schools should give priority to school operations management.

Article visualizations:

Hit counter


Keywords


catholic founded schools, school management, lean operations, monitoring, quality assurance, school operations management, target management

Full Text:

PDF

References


Abubakar, A. (2015). The role of educational supervisors towards improving teachers’ performance. Presentation to the annual meeting of the American Educational Research Association, Washington DC.

Ahimbisibwe, P. (2019, February 5). Uganda's education poor - World Bank Report. Daily

Monitor. Available at: https://allafrica.com/stories/201902050177.html

Ahmad, C. N. C., Yahaya, A., Abdullah, M. F. N. L., Noh, N. M., & Adnan, M. (2015). Aninstrument toassess physical aspects of classroom environment in Malaysia. International Journal of Arts & Sciences, 08(02), 1-12.

Akomolafe C. O., & Adesua V. O. (2016). The Impact of Physical Facilities on Students’ Level of Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria. Journal of Education and Practice. Vol.7, No.4, 2016 38. ISSN 2222-1735

Alimi, P., Olatunji, S., & Akinfolarin, C. A. (2012). Impact of selected modes of instructional Supervision activities on students’ academic performance in senior secondary schools in Ondo state, Nigeria. Education Research Journal, 2(1), 1-6

Anderson, R. (2004). Beyond PowerPoint: Building a new classroom presenter. Syllabus-Sunnyvale Then Chatsworth, 17, 31-33.

Andrew L., & Vincent N. A. (2016). Rethinking the role of co-curricular activities indeveloping students’ talents in secondary schools in Tanzania. Journal of Emerging Trends in Educational Research and Policy Studies, Volume 7, Issue 2, p. 152 -166.

Askew, S., & Lodge, C. (2004). Gifts, ping-pong and loops–linking feedback and learning. In Feedback for learning (pp. 13-30). Routledge.

Asmus, S., Karl, F., Mohnen, A., & Reinhart, G. (2015). The impact of goal-setting on worker performance-empirical evidence from a real-effort production experiment. Procedia CIRP, 26, 127-132.

Ayeni, A. J. (2012). Assessment of principals’ supervisory roles for quality assurance in secondary schools in Ondo State, Nigeria. World Journal of Education, 2(1), 62-69.

Bazhenov, R., Bazhenova, N., Khilchenko, L., & Romanova, M. (2015). Components of education quality monitoring: Problems and prospects. Procedia-Social and Behavioral Sciences, 214, 103-111.

Berry, B., Daughtrey, A., and Wieder A. (2009). Collaboration: Closing the Effective Teaching Gap. Centre for teaching quality.

Bicaj, A, & Treska, T. (2014). The Effect of Teacher Professional Development in Raising

the Quality of Teaching. Academic Journal of Interdisciplinary Studies MCSER Publishing, Rome-Italy Vol 3 No 6 E-ISSN 2281-4612 ISSN 2281-3993

Bjork, L. G., Kowalski, T. J., & Browne-Ferrigno, T. (2014). The school district superintendent in the United States of America. Educational Leadership Faculty Publications. Available at: http://ecommons.udayton.edu/eda_fac_pub/13

Bloom, N., Lemos, R., Sadun, R., & Van Reenen, J. (2015). Does management matter in

schools? The Economic Journal, 125(584), 647-674.

Bret, G. R., Young, S., & Hvidston, D. (2013). Teacher perceptions about observation

conferences: what do teachers think about their formative supervision in one US school district? School Leadership & Management, 33:1, 6177, DOI: 10.1080/13632434.2012.724670

Brittingham, B. (2015). Issues and trends in quality assurance in the US. Available at: www.enqa.eu/wp

Byers, T., Imms, W. & Hartnell, Y. (2014). Making the case for space: The effect of learning spaces on teaching and learning. Curriculum and Teaching 29(1) 5-19. DOI:10.7459/ct/29.1.02

Cakmak, M., & Akkutay, U. (2016). Effective Teaching in the Eye of Teacher Educators: A Case Study in a Higher Education. The Qualitative Report 2016 Volume 21, Number 12, Article 10, 2349-2364 This article is available in The Qualitative Report: https://nsuworks.nova.edu/tqr/vol21/iss12/11

Campbell E. (2013). Judgement in Teaching. Curriculum Inquiry. https://doi.org/10.1111.curi.12008

Chioma E. C., et al. (2018). Impact of Time Management on Productivity of Private Secondary Schools in Education District V, Lagos State. International Journal of Applied Engineering Research ISSN 0973-4562 Volume 13, Number 21 (2018) pp.

-15438 © Research India Publications.

Costa, A., & Lowery, L. F. (2016). Techniques for teaching thinking. Routledge.

Creswell, J. W. (2014). Research design: Qualitative, quantitative and mixed methods approaches (4th ed.). London, UK: Sage Publications Ltd.

De Jonge, V., Nicolaas, J., Van Leerdam, M., & Kuipers E., (2011). Overview of The Quality Assurance Movement in Health Care. Best Practice & Research. Clinical Gastroenterology 25(3):337-47 DOI: 10.1016/j.bpg.2011.05.001

Dinis-Carvalho, J., & Fernandes, S. (2017). Applying lean concepts to teaching and learning in higher education: Findings from a pilot study. International Journal of Engineering Education, 1-14.

Doherty, G. (2012). Quality assurance in education, quality assurance and management. In Tech, Available from: http://www.intechopen.com/books/quality-assurance-and-management/quality-assurance-in-education

Donovan, M. S., & Bransford, J. D. (2005). How Students Learn: History, Mathematics, and Science in the Classroom. A Targeted Report for Teachers National Research Council.

Doyle, W. (1988). Work in mathematics classes: The context of students' thinking during instruction. Educational psychologist, 23(2), 167-180.

Dugarova, D. T., Starostina, S. E., Kimova, S. Z., & Kazachek, N. A. (2016). The system of monitoring education quality and quality assurance at the higher educational establishment in accordance with the criteria and standards of the Russian association for engineering education. Indian Journal of Science and Technology, 9(27), 1-13.

Duke, D. L., Tucker, P. D., Salmonowicz, M. J., & Levy, M. K., (2007). How comparable are the perceived challenges facing principals of low-performing schools?. International Studies in Educational Administration (Commonwealth Council for Educational Administration & Management (CCEAM)), 35(1).

Ekundayo, H. T., Oyerinde, D. O., & Adenike, O. (2013). Effective Supervision of Instruction in Nigerian Secondary Schools: Issues, Challenges and the Way Forward. Journal of Education and Practice, 4, 185-190.

Elassy, N. (2015). The concepts of quality, quality assurance and quality enhancement. Quality Assurance in Education, 23(3), 250-261.

Elo et al. (2014). Qualitative Content Analysis: A Focus on Trustworthiness. SAGE Open. DOI: 10.1177/2158244014522633

Emiliani, M. L. (2015). Engaging faculty in lean teaching. International Journal of Lean Six Sigma, 6(1). https://doi.org/10.1108/IJLSS-06-2014-0015. International Journal of Learning and Development, 2(3), 164-173.

European Commission (2018). Change from European Commission, (2017). Qualityassurance for school development Guiding principles for policy development on quality assurance in school education. Downloaded from: https://www.schooleducationgateway.eu/downloads/Governance/2018-wgs6-Full-Final-Output.pdf

Francis, D. E. (2014). Lean and the learning organization in higher education. Canadian Journal of Educational Administration and Policy, 157, 1-23.

Gao, M., & Liu, Q. (2013). Personality traits of effective teachers represented in the narratives of American and Chinese preservice teachers: A cross-cultural comparison. International Journal of Humanities and Social Science, 3(2), 84-95.

Ghavifekr, S., & Ibrahim, M. S. (2014). Head of Departments’ Instructional Supervisory

Role and Teachers’ Job Performance: Teacher’s Perception. Asian Journal of Social

Sciences and Management Studies, Asian Online Journal Publishing Group, vol. 1(2),

pages 45-56.

Godfrey, D., Ehren, M. C. M., Nelson, R. (2015). Literature review: Impact of inspections on the improvement of schools and of networks of schools Downloaded from: http://www.schoolinspections.eu/wp-content/uploads/downloads/2015/07/Search-strategy-and-Literature-review-School-Inspections_final.pdf

Gongera, E. G., & Muigai, W. J., & Nyakwara, S. (2013). Quality assurance standards in the management of school curriculum: Case of schools for the deaf in Coast Counties, Kenya. Quality Assurance, 3(3), 106-112.

GoU (2008). The Education (Pre-primary, primary and post-primary) Act. Kampala: Government of Uganda.

Grant, J., Schofield, M. J., & Crawford, S. (2012). Managing Difficulties in Supervision: Supervisors’ Perspectives. Journal of Counseling Psychology, 59 (4), 528–541.

Guskey, T. R. (2003). How Classroom Assessments Improve Learning. Educational Leadership, 60 (5), 6-11.

Haider, A., & Jalal, S. (2018). Good teacher and teaching through the lens of students. International Journal of Research, 5(7), 1395- 1409.

Hailikari, T., Katajavuori, N., & Lindblom, Y. S. (2008). The Relevance of Prior Knowledgein Learning and Instructional Design. American Journal of Pharmaceutical Education 2008; 72 (5) Article 113.

Haverinen-Shaughnessy, U., & Shaughnessy, R. J. (2015). Effects of Classroom VentilationRate and Temperature on Students' Test Scores. PloS one, 10(8), e0136165. https://doi.org/10.1371/journal.pone.0136165

Hee, O. C. (2014). Validity and reliability of the customer-oriented behaviour scale in the health tourism hospitals in Malaysia. International Journal of Caring Sciences, 7(3), 771-775.

Hossain, M. (2017). School inspection challenges: Evidence from six countries.Background paper prepared for the 2017/8 Global Education Monitoring Report.

Hyuha, M. (2017). December 20). On Uganda's decaying education system. Uganda Radio Network. Available at: https://ugandaradionetwork.com/story/on-ugandas-decaying-education-system

Institute of Education Sciences (2017). Teaching Secondary Students to Write Effectively. Educator’s Guide. Downloaded From: https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/wwc_secondary_writing_110116.pdf

Jeong, U. (2009). Teacher Policy in England: An Historical Study of Responses to Changing Ideological and Socio-Economic Contexts. A thesis submitted for the degree of Doctor of Philosophy University of Bath. Department of Education. Downloaded from: https://purehost.bath.ac.uk/ws/portalfiles/portal/187946374/TEACHER_POLICY_IN_ENGLAND_%28UN_YONG_JEONG%29.pdf

Kagoda, A. M., & Ezati, B. A. (2014). Secondary School Teachers’ Perception of “Teacher Professional Development”: A Case Study of Teachers from Five Districts of Uganda. Journal of Teacher Education and Educators, Volume 3, Number 2, 2014, pp. 185-206(22)

Kambuga, Y., & Dadi, H. (2015). School inspection in Tanzania as a motor for education quality: Challenges and possible way forward. Review of Knowledge Economy, 2(1), 1-13.

Kaplan, L. S., & Owings, W. A. (2015). Teacher Quality and Student Achievement: Recommendations for Principals. Downloaded from: https://www.researchgate.net/publication/249794839

Kariippanon, K. E., Cliff, D. P., Lancaster, S. L., Okely, A. D., & Parrish, A. M. (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research, 21(3), 301-320.

Kennedy, M. M. (2008). Sorting Out Teacher Quality. Phi Delta Kappan, 90(1), 59-63. Downloaded from: https://msu.edu/user/mkennedy/publications/docs/Teacher%20Quality/PDK/Kennedy%2008%20PDK.pdf

Khandaghi, M. A., & Farasat, M. (2011). The effect of teacher's teaching style on students' adjustment. Procedia Social and Behavioral Sciences 15 (2011) 1391–1394. WCES-2011.

Kinyaduka, B. D. (2013). Tanzania Secondary Schools Curriculum and the World of Work: Dodoma Municipality Students and Teachers Perceptions. Journal of Educational Policy and Entrepreneurial Research (JEPER). ISSN: 2408-6231 Vol.1, N0.3, Pp 1-8 http://www.iiste.org/Journals/index.php/JEPER

Kirondo, Y. A. (2014). Strategies Employed by Teachers to Motivate Students in Kinondoni Municipality. A Dissertation Submitted in Partial Fulfillment of the Requirements for The Degree of Master of Education in Administration, Planning and Policy Studies (Med-Apps) of the Open University of Tanzania. Unpublished Dissertation.

Kober, N. (2015). Reaching students: What research says about effective instruction in undergraduate science and engineering. National Academies Press.

Lemos, R., & Scur, D. (2016). Developing management: An expanded evaluation tool for developing countries. RISE Working Paper 16/007.

Locke, R. M., Qin, F., and Brause, A., (2007). Does monitoring improve labor standards?

Lessons from Nike. Industrial and Labor Relations Review, 61 (1). pp. 1-31. ISSN 0019-7939. Downloaded from: http://eprints.lse.ac.uk/59405/1/Qin_etal_Does-monitoring-improve-labor-standards_2007.pdf

Lualhati, G. P. (2019). Time Management Practices of Educators in a State University. PUPIL: International Journal of Teaching, Education and Learning, 3(1), 281-289.

Macgowan, M. J. (2008). A guide to evidence-based group work. Oxford University Press. New York, USA: Oxford University Press.

Makaaru, J., Cunningham, K., Kisaame, K., Nansozi, S., and Bogere, G. (2015). Public expenditure governance in Uganda’s education sector: Application of an innovative assessment framework, Kampala. ACODE Policy Research Series, No. 67.

Malunda, P., Onen, D., & Musaazi, J. (2016a). Instructional Supervision and the Pedagogical Practices of Secondary School Teachers in Uganda. Journal of Education and Practice, 7(30), 177-187.

Mart, C. T. (2013). A Passionate Teacher: Teacher Commitment and Dedication to Student

Learning. International Journal of Academic Research in Progressive Education and Development January 2013, Vol. 2, No. 1 ISSN: 2226-6348 437

Maruli, S. (2014). Quality in Teaching: A review of literature International Journal of Education and Research Vol. 2 No. 12

Mobegi, F. O., Ondigi, A. B., & Oburu, P. O. (2010). Secondary school head teachers quality assurance strategies and challenges in Gucha district, Kenya. Educational Research and Reviews, 5(7), 408-414.

Mottaghi, N. R., & Talkhabi, M. (2019). Comparative Study of Iran and the UK national curriculum based on the principles of Mind, Brain and Education. Journal of Curriculum and Teaching Vol. 8, No. 1; 2019. Published by Sciedu Press 46 ISSN 1927-2677 E-ISSN 1927-2685

Mupa, P. & Chinooneka, T. I. (2015). Factors Contributing to Ineffective Teaching and Learning in Primary Schools: Why Are Schools in Decadence? Journal of Education

and Practice, v6 n19 p125-132

Murphy, P. K., Wilkinson, A. G., Soter, A. O., Hennessey, M. N., & Alexander, J. F. (2010). Examining the Effects of Classroom Discussion on Students’ Comprehension of Text: A Meta-Analysis. Journal of Educational Psychology © 2009 American Psychological Association 2009, Vol. 101, No. 3, 740 –764.

Nawelwa, J., Sichinsambwe, C., & Mwanza, B. G. (2015). An analysis of total quality management (TQM) practices in Zambian secondary schools: A survey of Lusaka district. The TQM Journal, 27(6), 716-731.

Nepal, B., & Maharjan, R. (2015). Effect of School's Physical Facilities on Learning and Outcomes of Students in Nepal. Journal for Studies in Management and Planning Available at http://internationaljournalofresearch.org/index.php/JSMaP e-ISSN: 2395-0463 Volume 01 Issue 06.

Nesari, A. N. & Heidari, M. (2014). The important role of lesson plans on educational

achievement of Iranian EFL teachers' attitudes. International Journal of Foreign

Language Teaching & Research 3(5), 25-22.

Nowell, L. S., Norris, J. M., White, D. E., & Moules, N. J. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International journal of qualitative methods, 16(1), 1-13. doi: 10.1177/1609406917733847

Nusche, R. (2013). Student assessment: Putting the learner at the centre. Synergies for Better Learning: An International Perspective on Evaluation. Chapter 4, 139-270. Reviews of Evaluation and Assessment in Education and Assessment. OECD Publishing, Paris.

Obaob, G. S., & Moneva, J. C. (2014). Performance Assessment and Evaluation: Measuring Success and Achievement. European Scientific Journal, ESJ, 10.

OECD (2010). Creating Effective Teaching and Learning Environments: Chapter Five: School. Evaluation, Teacher Appraisal and Feedback and the Impact on Schools and Teachers. ISBN 978-92-64-05605-3 downloaded from: https://www.oecd.org/berlin/43541664.pdf

Onuma, N., & Okpalanze, N. K. (2017). Assessment of quality assurance practices in secondary schools in Enugu State Nigeria. Middle-East Journal of Scientific Research 25(8), 1695-1714.

Paolini, A. (2015). Enhancing Teaching Effectiveness and Student Learning Outcomes. The Journal of Effective Teaching, Vol. 15, No.1, 2015, 20-33

Pol, M., Valeikiene A., Hazelkorn E., & Stan A. (2018). ENQA Agency Review: Quality Assurance Agency for Higher Education (QAA). Brussels: ENQA, 96 s.

Przybylski, R., Chen, X., & Hu, L., (2018) Leadership Challenges and Roles of School Superintendents: A Comparative Study on China and the United States. Journal of International Education and Leadership. Volume 8 Issue 1. http://www.jielusa.org/ ISSN: 2161-7252

Rosenshine B. (2012). Principles of Instruction: Research Based Strategies that All TeachersShould Know. Downloaded from: https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf

Rubio, M. C. (2010). Effective teachers –Professional and personal skills, en ENSAYOS, Revista de la Facultad de Educación de Albacete, Nº 24, 2009.

Samani, S. A., & Soodeh A. S. (2015). The Impact of Indoor Lighting on Students’Learning Performance in Learning Environments: A knowledge internalization perspective. International Journal of Business and Social Science Vol. 3 No. 24

https://www.researchgate.net/publication/281146405

Senol, H., & Dagli, G. (2016). Quality Improvement in Secondary Schools: Developing a School Self-evaluation Scale. International Journal of Educational Sciences, 15(1-2), 53-65.

Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational researcher, 15(2), 4-14.

Sieberer-Nagler, K. (2015). Effective Classroom-Management & Positive Teaching. English Language Teaching, 9(1), 163. doi:10.5539/elt.v9n1p163 URL: http://dx.doi.org/10.5539/elt.v9n1p163

Stevenson, D. L., Schiller, K. S., & Schneider, B. (1994). Sequences of opportunities for learning. Sociology of Education, 184-198.

Swamy, S. K., and Harish, R. (2016). Professional code of ethics for teacher International

Journal of Applied Research 2016; 2(7): 06-10

Teo, T. C., & Low, K. C. P. (2016). The impact of goal setting on employee effectiveness to improve organisation effectiveness: Empirical study of a high-tech company in Singapore. Journal of Business & Economic Policy, 3(1), 82-97.

Tessema, M. T., Ready, K. J., & Embaye, A. B. (2013). The Effects of Employee Recognition, Pay, and Benefits on Job Satisfaction: Cross Country Evidence Journal of Business and Economics, 4 (1), 1-12.

Thapa, T. (2011). Total Quality Management in Education. Academic Voices: A Multidisciplinary Journal, 1, 80-83. https://doi.org/10.3126/av.v1i0.531

Timperley, H., Wilson, A., Barrar, H., & Fung, I., (2008). Teacher professional learning and development.

Tkachenok, K., & Tumskiy, S. (2019). Critical Thinking in the Context of ELT Classroom: Defining the Notion and Developing the Skill. Available at SSRN 3502057.

Toner, M. (2015). Developing School Leaders: What the U.S. Can Learn from England’s

Model. Thomas B. Fordham Institute.

Villaganas, V. D., Villaganas, A. A., Villaganas, M. A. C., & Inocian, R. B. (2017). Performance appraisal to ensure quality management system (QMS). International Journal of Research - Granthaalayah, 5(5), 255-269

Wabuko, Z. O. (2016). Influence of Headteachers’ Instructional Supervision Practices On

Teachers’ Job Performance in Public Primary Schools in Lang’ata Sub-County,

Nairobi Kenya Unpublished M.Ed. Thesis Submitted to University of Nairobi, Kenya.

Wanzare, Z. (2012). Instructional supervision in public secondary schools in Kenya. Educational Management Administration & Leadership, 40(2), 188-216.

Wisdom, J., & Creswell, J. W. (2013, February). Mixed methods: Integrating quantitative and qualitative data collection and analysis while studying patient-centred medical home models (AHRQ Publication No. 13-0028-EF). Rockville, MD: Agency for Healthcare Research and Quality

Wiseman, A. W., & Davidson, P. M. (2018). The Rhythmic Application of Evidence-Based Policy in National Educational Systems Worldwide. In Cross-nationally Comparative, Evidence-based Educational Policymaking and Reform. Emerald Publishing Limited.

Yalçın, M. T., & Ereş, F. (2018). A study of validity and reliability on the instructional capacity scale. Universal Journal of Educational Research, 6(1), 57-67.

Yaratan, H., & Muezzin, E. (2016). Developing a teacher characteristics scale. Turkish Online Journal of Educational Technology-TOJET. Special Issue for INTE, 623-630.

Yaro, I., Arshad, R., & Salleh, D. (2017). Stakeholder perceptions of secondary education quality in Sokoto State, Nigeria. Quality Assurance in Education, 25(2), 248-267.

Zafarullah et al (2016). Teachers’ Time Management and the Performance of Students: A

Comparison of Government and Private Schools of Hyderabad, Sindh, Pakistan.

World Journal of Education Vol. 6, No. 6; 2016 doi:10.5430/wje.v6n6p42 URL:

http://dx.doi.org/10.5430/wje.v6n6p42.

Zheng, M. (2015). Conceptualization of cross-sectional mixed methods studies in health science: A methodological review. International Journal of Quantitative and Qualitative Research Methods, 3(2), 66-87.




DOI: http://dx.doi.org/10.46827/ejes.v7i10.3318

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Oscar Mugula, Marcella Momanyi, Anthony Mugagga Muwagga

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2023. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).