JARVEN T.

SAGUIN Educational Research design, Method and Publication

Introduction

Educational research should aim at improving educational practice by analyzing the world of Education to understand it
and make it better. It should be a critical, reflective and professionally oriented activity. Educational research should
have three objectives: to explore issues and find answers to questions (for academics), to share policy (e.g. relationships
between education/work/training, for policy makers) and to improve practice (for practitioners). Historically the role of
the educational researcher has moved from academic theorist, through expert consultant, to reflective practitioner.
Educational research has changed from the positivist assumptions underpinning the scientific–experimental paradigms
which had prevailed during the 20th century, to the recent postmodernist and poststructuralist trends, which challenged
the previous assumptions. Educational purposes are many and varied, and there is probably no consensus on this issue.
The purposes of education can be affected by the context of the historical periods and by ideology. The purposes of
education research can also be affected by the views and beliefs of reality. Educational research can in turn be affected
and constrained by ethical issues. In this paper I will try and discuss the main issues regarding educational research, and
how they affect the modern educational research.

Body

Different research designs serve different purposes and answer different questions, but all research designs have important
roles in special education research. Special education is an incredibly diverse field, so multiple research designs are
needed to inform an array of issues related to policy and practice (Odom et al., 2005). Although it may be tempting to
consider certain types of research as better or more important because they answer questions in which one is particularly
interested, all research designs have their strengths and limitations. One research design is not inherently better than
another; they just address different questions. The important thing is to interpret and apply studies in a manner that is
consistent with how they are designed. A number of challenges exist in examining research designs in special education
research. First, there is no universally agreed upon way to categorize research designs. Additionally, different terms are
used to describe some research designs. For example, correlational research and other terms are often used to refer to what
we call relational research. And although study authors sometimes note the research design of their study (typically in the
Method section of a study, but sometimes elsewhere), the research design of a study is not always specified (after reading
this article, we hope readers will be able to determine the research design by examining how the study is conducted and
how the research questions are asked).
These challenges notwithstanding, we propose four broad categories of research design commonly used in special
education research: descriptive, relational, experimental, and qualitative. The first three designs represent quantitative
research (i.e., research that uses numerical data),whereas qualitative studies use nonnumeric data, typically words and
phrases, to examine research questions. Note that mixed methods studies, in which multiple research designs are used in
the same study (e.g., using an experimental examines the effectiveness of an instructional practice and a qualitative
design that explores teachers’ perceptions of the practice in the same study), are becoming more popular in special
education and could be considered a fifth category of research design.

Reflection

Many of today’s global scientific challenges require the joint involvement of researchers from different disciplinary
backgrounds (social sciences, environmental sciences, climatology, medicine, etc.). Such interdisciplinary research teams
face many challenges resulting from differences in training and scientific culture. Interdisciplinary education programs are
required to train truly interdisciplinary scientists with respect to the critical factor skills and competences. For that
purpose, this paper presents the Methodology for Interdisciplinary Research (MIR) framework. The MIR framework was
developed to help cross disciplinary borders, especially those between the natural sciences and the social sciences. The
framework has been specifically constructed to facilitate the design of interdisciplinary scientific research, and can be
applied in an educational program, as a reference for monitoring the phases of interdisciplinary research, and as a tool to
design such research in a process approach. It is suitable for research projects of different sizes and levels of complexity,
and it allows for a range of methods’ combinations (case study, mixed methods, etc.). The different phases of designing
interdisciplinary research in the MIR framework are described and illustrated by real-life applications in teaching and
research. We further discuss the framework’s utility in research design in landscape architecture, mixed methods research,
and provide an outlook to the framework’s potential in inclusive interdisciplinary research, and last but not least, research
integrity.
JARVEN T. SAGUIN Policies, Regulation and Current Issue in
MED – Educational Leadership the Philippines Higher Education
SY 2019-2020

Introduction

The policy landscape or internationalization of higher education is unquestionably dynamic. New policy initiatives are
frequently announced around the world, and a wide range of discussions is being undertaken about the need to develop
and implement new and better policies to help achieve the various goals expected of internationalization. There is much to
consider and to learn from these policymaking experiments from across the globe.
Even in an age of profound globalization, higher education remains an enterprise squarely situated in the national context
the world over. In some countries—such as the United States, Canada, Germany, Spain, India, and others—responsibility
or higher education is even more locally situated at the sub-country level, i.e. in the hands of states, regions, provinces,
and the like, as well as with individual institutions. For this reason, policymaking or higher education, broadly speaking, is
rarely undertaken by supra-national entities, and the same is true or internationalization. National governments can clearly
be seen as crucially important actors when it comes to agenda-setting and policy making or higher education
internationalization across the globe

Body

Higher education has long been recognized as a key driver of economic and social development worldwide. As countries
have become more interconnected, and business, industry, and organizations increasingly operate across borders, higher
education, too, has by necessity become a global enterprise. In order to prepare their citizens to live and work in
the globalized world of the twenty-first century, and to bolster their countries’ competitiveness on the world stage,
governments around the world are implementing national and regional level policies to promote the internationalization of
their higher education systems such policies are announced in the media with some regularity, but are typically presented
on a case by case basis that is, without much reference to how each newly emerging national policy compares with other
national policies around the world. So, Country X, for example, announces that it will provide a certain amount of money
or scholarships with the goal of attracting a specified number of new international students to its universities by a
particular year. While all of these policies all under the broad umbrella of higher education internationalization,
the motivation and goals, scope, content, focus, and timeframe or these policies vary substantially, as do the amount of
funding associated with them, the government agencies or other bodies from which they originate, and the process
by which they are implemented.
International Journal of Cultural and Creative Industries Nurturing Filipino Creativity: Philippine Education Policies in
Support of the Creative Industries For over a decade, the creative industries have steadily transformed into avenues for
boosting the Philippine economy, and have thus been recognized as one of the seven industries expected to boost growth
and investment in the country. The education sector plays a key role in fueling these industries, acting as a source of fresh
talent while also providing jobs for arts practitioners. In the Philippines, the educational system triumvirate (Department
of Education, Commission on Higher Education, and Technical Education and Skills Development Authority) works with
the National Commission for Culture and the Arts and the Department of Trade and Industry for policy development and
program creation pertaining to culture, arts, and the creative industries. This paper discusses the status of existing policies
through consultations with the involved sectors in culture and the arts, creative industries and education. It also
recommends improvements based on the current developments in these sectors. This study reveals that: (1)the Philippine
creative industries are indeed flourishing, and is already at the onset of getting full support from the government’s
business and trade institutions, but structures and governance in consolidating the programs and policies of the
government’s education-related institutions, cultural institutions and trade institutions should be in place; (2) sectoral
collaboration among these institutions is needed to plan the critical next steps to boost the creative industries.

Reflection

Policies, Regulation of the Philippines Higher Education explored the important role of education and training in
developing the prospects of the creative industries in the Philippines. As itis recognized that there are growing concerns
about the supply of creative manpower in the country, more relevant and updated methodologies are needed to keep pace
with the sector’s rapid growth. With the current fragmented approach to creative skills, management and
entrepreneurship, academe industry linkages need to be further strengthened in all levels and modes of education while
considering the scope of the culture, arts and creative industries, particularly to aid in the development of technical skills
for some creative sectors (i.e. gaming, audio-visual), creative skills(i.e. creative writing), and core skills (i.e. creative
entrepreneurship and management).Given the Philippines’ weak national brand identity, the education sector should also
promote culture and the arts among youth, since they are future audiences and consumers of creative services and
products, and nurture environments that foster creativity to harness the talents of young artists and artisans. In conclusion,
the lack of structure and governance in organizing the programs and policies of each of the education-related agencies
continue to hinder the industries’ potential to soar in the global market. Thus, the value of sectoral collaboration between
the creative sector, the business sector, and the education sector should be further emphasized to care-fully plan the
unified directions which will drive the success of the Philippine creative industries.
JARVEN T. SAGUIN Teaching Learning Tools and Techniques
MED – Educational Leadership SY 2019-2020

Introduction

More than ever before, educators in all fields are faced with the challenge of communicating an ever-growing body of
knowledge to diverse student groups in multiple delivery modes. Particularly challenging in this situation is that these
diverse groups are often separated by space, time and distance. The proliferation of technical information as well as
interpretive works can seem overwhelming. The traditional conveyor of this information, the university, is faced with
competition from a variety of sources in this traditional role. The availability of information on the internet makes it
possible for individuals and organizations to educate themselves in ways previously impossible without an effective
intermediary. Even within the academic community, schools face this competition within their own boundaries as the
academic community struggles to keep pace with the changing methods of “doing education.” In no field is this pressure
felt more than in the teaching of international business. This field of study, by its very nature, encourages the rapid
consumption and processing of vast quantities of information in a global setting, crossing cultures, languages, political
systems, etc. just like the subject matter of global commerce. Yet, we know the value of deliberate and deep study and
understanding in truly developing the individual and corporate body of knowledge that will enhance the practice of global
business. So, as educators we are faced with a dilemma: How can we deliver this vast and varied body of knowledge to
diverse student groups in what they perceive to be an acceptable manner while allowing for this deep and deliberative
study? How can we assure the effectiveness of this delivery and the true understanding and learning that is desired? One
of the answers is to develop methods of content delivery that will suit different learning styles and requirements in
different learning modalities in order to address this concern. Another consideration is the fact that online learning is no
longer a new concept or practice, having been in use and in a process of constant refinement for a number of years.
Technological advances and particularly the advent of improved instructional design tools have changed the online
education world. Better understanding of how to use these tools has moved education to a new generation of online
learning.

Body

It is important to recognize that business education in the 21st century has a set of common requirements. First, business
education is indeed global in nature, mirroring the realities of commerce and organizations. Second, effective business
education needs to simulate the demands of the business environment. Third, business education needs to be cross-
cultural, but not only in the commonly used sense of accommodating students of different ethnic, linguistic and cultural
background. It must cross the differences between student groups in each of the different modalities examined in this
paper. But perhaps most importantly, business education needs to provide students with those skills demanded by the
marketplace. Increasingly these are becoming known as the “Four C’s": Creativity, Collaboration, Communication, and
Critical thinking. These skills are difficult enough to address in traditional educational settings and the methods of
blended learning and online learning and new challenges to old problems. This paper will address some of the issues
involved incorporating these tools into different learning environments. Particularly important is the attention paid to the
issues around incorporating the four C's coursework that contains a large non-classroom component.
The preceding body of this paper has discussed some of the contextual and theoretical issue surrounding
the need to improve/adapt interactive pedagogical techniques in order to achieve student success. In this section,
I will offer from my own experience and that of my colleagues’ suggestions for use of some simple tools that
can have a beneficial effect upon student learning outcomes. Embedded in this discussion will be some
cautionary words about the pitfalls that can be encountered and hopefully avoided.
The Engagement Progression: Student engagement, as variously defined, is suggested by many as one of the
most powerful factors in student success. Engagement is built by developing effective relationships with the
instructor, the material, or the institution or the class itself. Building an engaging class is a process that involves
awareness of all previously discussed factors. The reader has been exposed to some suggestions for measuring
engagement quantitatively but the conclusion is that for the moment it remains a more qualitative measure.
Surveys and interviews remain the most effective way to gather indications of student engagement and
satisfaction. Use those surveys as valuable tools to adjust course content.
There are only two venues: Technology has come to the classroom to stay. Integrate the tools and information
delivery of the online learning world in any classroom format, blended or what may still be billed as traditional
face-to-face. Students are not accustomed to sitting in a classroom and listening to a lecture for prolonged
periods. By bringing interactive tools into the classroom itself, the instructor allows for the introduction of
complementary/competing perspectives, stimulation of critical thinking and rapid application of concepts and
information. Use the principles of the flipped classroom.
Interaction means you: Merely incorporating a video, a simulation game, an interactive quiz tool is not
effective interaction when considered in the context of developing engagement. Studies and experience have

strongly suggested that effective interaction is timely, authentic to the particular course and personal. As an
observation born of my experience, the inclusion of video presentations specifically by the course instructor for
that particular iteration of the course are highly effective tools that fit this paper’s definitions of interaction.
Created easily by using even the simplest of webcam technology, the combination of visual instructor
“presence” is often commented upon extremely favorably by students. The key is authenticity. Even commonly
available technology for “lecture capture” (while preferable to mere written lectures) does not receive the same
positive reaction from students as a timely, direct response from an instructor. Every communication from an
instructor should attempt to be as personal and authentic to the student/course as possible. Also, explore the use
of commercially available tools to develop interactive answers to student questions (such as Jing, Camtasia,
YouTube, SnagIt, tools embedded in PowerPoint). The ability of the instructor to quickly and simply produce
audio/visual answers to student questions cannot be underestimated. But perhaps most importantly of all is the
timeliness of your response. If an instructor does not respond rapidly to a student inquiry, the perception will
exist that the instructor is not engaged and the attendant consequences are invariably negative.
The quality of the question cannot be underestimated: In order to effectively implement flipped learning
concepts, the quality of the discussion question whether delivered in person or in an online discussion board sets
the tone for the discussion learning experience. Quantity of instructor participation can never be substituted for
quality. In my experience, a frequent mistake of instructors is to participate too early and too often in online
discussion as well as in face to face discussion. The pitfalls should be obvious, the opportunities for the
instructor’s perspective to dominate the thinking and discussion of the class being the most readily apparent.
Even more dangerous is the overly active instructor participation in online courses/online sections of blended
courses. Try to avoid the impression of creating extra work for the student for all that extra reading of
continuous discussion response will be interpreted as extra “work.”
Enlist accomplices: An effective tool for stimulating interaction and engagement is to enlist a student
collaborator. As students of international business often tend to be an older, more experienced group, try to
identify a student early in the course who can serve as your accomplice. Ask that student to ask questions in
discussion. Have the student suggest a link to an outside source. While seemingly an act of favoritism, in my
experience this has proven highly effective in engaging the leading students as well as other class participants.
Relevancy and perceptions of applicability matter: Simulations and collaborative projects are easily
incorporated into online and blended classes. Again, the principles of the flipped classroom are to be embraced,
the collaborative nature of such exercises such as teams performing simulations, group projects to solve case
study, etc. can prove highly effective and can act as formative learning experiences while the comprehensive
nature of the project or simulation serves as a summative experience as well. Particularly important is that we
can draw direct parallels to the conduct of international business in a global setting and that our coursework
mimics the effort student s will use in the workplace upon completion of the course. The more coursework is
seen as having immediate applicability in career settings, engagement levels tend to increase.
Remember to incorporate the Four C’s: Creativity, Collaboration, Communication, Critical thinking. These
four critical areas of competency are what employers demand in today’s business graduate. Hopefully, the
preceding allows for stimulating thought on what works for you and areas where all international business
educators can explore possibilities for improving student learning outcomes.

Reflection

Teachers evaluate all kinds of materials that they use for teaching and learning. There are many similar considerations
when evaluating technological tools, and some criteria that are unique. Some criteria and questions teachers might ask
themselves when evaluating educational software, applications and resources are listed below. How relevant each of these
considerations is depends on the form of the technology; for example, a digital learning resource or software that might
not
include instructional content. As 21st-century learners, students are expected to be able to create a multitude of products in
the school environment. The creation of new ideas can be exemplified through stories, maps, projects, games, journals and
much more. Curriculum documents have changed to address the increasing demands of the technological world that we
live in; they also hold steadfast to fundamental values for learning.
JARVEN T. SAGUIN Classroom Motivation and Management
MED – Educational Leadership and Community Resources and Relationship
SY 2019-2020

Introduction

Teacher-student relations are a strong motivator and indicator of learning. Trust between teacher and student is a
fundamental prerequisite for higher learning (Curzon-Hobson, 2002). Further, the relationship allows for the construction
of a safe and nurturing environment that facilitates the students ‘ability to create and trust their knowledge (Raider-Roth,
2005). Relationships may even be correlated with student participation and enthusiasm for discussion (Davis, 1993). The
purpose of this study was to assess the impact of a deliberate focus on relationship building in the undergraduate
classroom at the United States Military Academy. Using a teacher-as-researcher method, the instructor asked students to
make personal introductions for 4 classes (semester 1), 8 classes (semester 2), and 11 classes (semester 3) to support class
cohesion and improve classroom participation by enhancing student-student and student-teacher relationships. The study
used qualitative
data to assess the impact of introductions on student participation and satisfaction and to facilitate the development of
student enthusiasm.

Body
Motivation and performance are very important factors in terms of organization success and achievements. If changes
occur in external environment then it is necessary for an organization to adopt that change because it may motivates to
gain a competitive
For this, the main thing they required is the skilled and competent employees (Latt, 2008). Motivation plays an important
role in the organization because it increases the productivity of employees and the goals can be achieved in an efficient
way. The behavior of employees can be change through motivation in any organization. From situation to situation, the
level of motivation differs with in an individual (Robbins, Judge, and Sanghi, 2005). Motivation also takes part in an
important role for teachers because it helps to achieve the target in an efficient way. Teacher motivation is very important
because it improves the skills and knowledge of teachers because it directly influences the student’s achievement
(Mustafa, and Othman, 2010). If in schools, the teachers do not have sufficient motivation then they are less competent
which directly influence the students and the education system.
Very few researches had been conducted in Peshawar with respect to school teachers in both public and private school.
Therefore, this research was conducted in the context of Peshawar that basically emphasized on performance of teachers
through motivation Also in order to increase the efficiency and effectiveness of the workers the principal needs to provide
the basic necessities of work and ensure good working environment. For example lighting in the offices and the
classrooms should receive adequate attention. It- win help in achieving efficiency and effectiveness because teachers and
students would not need to strain their eyes each time they want to perform any task.
Effective communication to staff and students would go a long way in increasing their efficiency and effectiveness, since
it will help them to be clear about what, how and when to perform. Another important way to motivate workers is to
mount an adequate training and re- training scheme. In this age of technological advancement, workers need to update
themselves from time to time in order to acquaint themselves with the changes that are taking place, therefore, long and
short-term training programs are required for workers if they are to be efficient and effective.
However, they are the custodians of the educational and school systems. Since teaching can be regarded as a systematic,
rational and organized process of transmitting knowledge, skills, attitudes, values and what is worthwhile (education) in
accordance with certain professional principles; there is need for the services of efficient teachers (whose knowledge is
bonded with innovations) in order to achieve the educational objectives. Without teachers in the school system, there will
definitely be no learning. Teaching makes learning take place and the teacher determines the quality of
learning/instructions that will be given to learners. This is the more reason why they should be motivated properly for
effectiveness and efficiency in the educational and school system.
A study on the teacher as a crucial factor in curriculum innovation found out that teachers’ empowerment/motivation is
related to such dimensions as their involvement in decision making; their professional growth; teacher status and impact;
autonomy and self –efficacy. This empowerment is important for the realization and quality of both curriculum and
educational innovations (Pilot, 2007). Teachers foster excellence in learning and teaching. As designers and developers of
education, they guarantee quality assurance in it.
UNESCO (2005) re-emphasized that quality assurance is a powerful means that can improve the effectiveness of
education. Its key principle is that the main actors at the forefront of education – such as teachers, head teachers, etc. are
responsible for improving educational performance. Teachers are essential elements in the school organization whose cost
effectiveness in maintaining them accounts for over 60 percent of the total cost of education.
Their motivation or empowerment should be at the forefront of government policies in order to enhance quality education
and attain the goals and objectives of education (Edem, 1982).
Teachers’ motivation is a key to guaranteed quality education, as such influences quality assurance in the educational
system. Without efficient and effective teachers in the education industry, qualitative learning outcomes cannot be
achieved. That is why they should be motivated properly in order to enhance quality in the educational system. As such
any credible analysis of achieving quality education in the Nigerian education system should critically examine the roles
played by teachers in enhancing quality assurance in education. There, motivational strategies that guarantees quality
assurance in the educational system. Motivational strategies like staff training and development, promotion, salary,
remuneration, working conditions, status and participatory decision making, acted as a barrier towards achieving quality
assurance in the educational system. Some challenges that negatively influenced teacher motivation and recommendations
were also highlighted. Among such recommendations included: government recognition of teachers motivational needs
such as promotion, good salaries and remuneration in order to achieve quality assurance; and staff training, retraining and
development as one of teachers’ motivational needs/strategies strengthened in order to promote teachers efficiency,
productivity and performance for quality outcomes. The importance and purpose of this work is to address these issues as
it influences quality assurance in the educational system.
The issue of teachers’ motivation and quality assurance has become a matter of debate and concern in educational systems
and standards. In most developing countries of the world including, there has been a growing awareness about teacher
motivation which is a key to quality assurance, quality outcomes/delivery and high standards in the educational system. It
is acknowledged that any nation that is aspiring to maintain high and quality standards or achieve quality assurance in its
educational system must take teachers and their motivational needs with utmost high level of seriousness. Therefore, the
purpose of this paper is to critically discuss the importance of teachers’ motivation and its influence on quality assurance
in the educational system. The paper showed the nexus between teachers’ motivation and quality assurance in the
educational system. Teachers are important instrument in education. They are also the pivot on which the educational
process hang. Teachers play a major role in the whims and caprices of the educational system. They can influence the
teaching –learning outcomes either positively or negatively because they determine the quality of instructional delivery
and also influence quality education when it comes to implementation of the curriculum and educational policies. They
are to be considered when addressing issues such as: quality assurance; quality delivery (teaching), quality context and
quality learning outcomes (Onucha, 2002). Also in order to increase the efficiency and effectiveness of the workers, the
principal needs to provide the basic necessities of work and ensure good working environment. For example lighting in
the offices and the classrooms should receive adequate attention. It- win help in achieving efficiency and effectiveness
because teachers and students would not need to strain their eyes each time they want to perform any task.
Effective communication to staff and students would go a long way in increasing their efficiency and effectiveness, since
it will help them to be clear about what, how and when to perform. Another important way to motivate workers is to
mount an adequate training and re- training scheme. In this age of technological advancement, workers need to update
themselves from time to time in order to acquaint themselves with the changes that are taking place, therefore, long and
short-term training programs are required for workers if they are to be efficient and effective. Since teaching can be
regarded as a systematic, rational and organized process of transmitting knowledge, skills, attitudes, values and what is
worthwhile (education) in accordance with certain professional principles; there is need for the services of efficient
teachers (whose knowledge is bonded with innovations) in order to achieve the educational objectives. Without teachers
in the school system, there will definitely be no learning. Teaching makes learning take place and the teacher determines
the quality of learning/instructions that will be given to learners. This is the more reason why they should be motivated
properly for effectiveness and efficiency in the educational and school system.
Very few researches had been conducted in Peshawar with respect to school teachers in both public and private school.
Therefore, this research was conducted in the context of Peshawar that basically emphasized on performance of teachers
through motivation.
School today is deteriorating in terms of personal efficiency and effectiveness. One of the major reasons may not be
unconnected with the lack of adequate motivation for the workers. If workers are not adequately motivated, they may not
perform and if they fail to perform the objectives that are set may not never achieved. This paper therefore addresses the
concept of motivation efficiency and effectiveness. It discuses theories of motivation as a tool for achieving efficiency and
effectiveness. It finally discusses what principals can do to motivate their workers for higher productivity. The need for
effectiveness in secondary schools today cannot be overemphasized. This is because the many contemporary problems
that are emerging day in day out as a result of population explosion, diminishing resource and technological changes call
for a close examination of what school administrators can do to help to reduce the deteriorating conditions of schools in
terms of personnel efficiency and effectiveness. Motivation is a key part of administration. Hence it may be referred to as
the "tool of management". All organizations exist for a purpose to be achieved and if the organs of an organization are
insufficient and ineffective, the aims and objectives of the organization may not be achieved. Motivation is therefore one
of ways of making people to put in their best efforts in an efficient and effective manner in other to achieve an
organization’s objectives. A lot of eminent authors have written on motivation with little differences, because they are all
aiming at the same goal. They have sought to distinguish between intrinsic and extrinsic motivation of workers. They
have also explained motivation hi terms of needs.
The needs have been categorized into numbers such as two, three, four etc. depending upon the author. But the general
consensus is that whatever be the number of needs, needs are basic to motivation and when they are provided to workers,
they are motivated and become efficient and effective on their jobs.

Reflection

Motivational strategies guarantee quality assurance in the educational system. Motivational strategies like staff training
and development, promotion, salary, remuneration, working conditions, status and participatory decision making, acted as
a barrier towards achieving quality assurance in the educational system. The study adopted the reinforcement theory based
on Thorndike’s Law of effect, which simply looks at the relationship between behavior and its consequences.
, government and other private sectors should contribute towards teachers’ motivation Head teachers needs to provide the
basic necessities of work and ensure good working environment. For example, lighting in the offices and the classrooms
should receive adequate attention. It- win help in achieving efficiency and effectiveness because teachers and students
would not need to strain their eyes each time, they want to perform any task. Effective communication to staff and
students would go a long way in increasing their efficiency and effectiveness, since it will help them to be clear about
what, how and when to perform. Another important way to motivate workers is to mount an adequate training and re-
training scheme. In this age of technological advancement, workers need to update themselves from time to time in order
to acquaint themselves with the changes that are taking place, therefore, long and short-term training programs are
required for workers if they are to be happy.