On 15 February 2010, Fiji National University was formally constituted by the Fiji National University Act 2009 which amalgamated six government higher education colleges:By 2019, student numbers at the University had grown to almost 27,000. While each of the colleges has its own campus, the University also has two out-reach campuses in Ba and Labasa, which offer a range of programmes from different colleges, supported by distance learning, to broaden access to higher education across the country. In addition, the National Training and Productivity Centre has a national network of smaller training campuses in Suva, Nadi and Lautoka.
Remittances play a crucial role in the economies of low- and middle-income countries (LMICs), yet the impact of their transfer costs on economic growth remains underexplored. This study addresses the urgent need to reduce remittance costs, as outlined in Sustainable Development Goal (SDG) 10c. We investigate how remittance transfer costs affect their contribution to economic growth across LMICs, distinguishing between high-cost and low-cost remittance-receiving countries. We propose a theoretical model from a neo-classical economic perspective, illustrating how remittance transfer costs negatively influence the flow of remittances. For empirical exploration of the relationship between remittances and economic growth, and implicit effect of transfer cost, we specify the growth equation within augmented Solow framework. Using a balanced panel dataset of 71 LMICs from 1996 to 2021, we estimate the relationship using three econometric techniques—the cross-sectionally augmented autoregressive distributed lag (CS-ARDL), the augmented mean group, and the common correlated effects mean group (CCEMG), procedures. For the full sample, which does not account for transfer costs, our findings reveal a positive but statistically insignificant effect of remittances on growth. When we categorize the countries based on whether remittance transfer costs are above or below 3
Smart power systems’ electrical infrastructure is still expanding, and several strategies have been established to increase energy management and efficiency. Demand Response (DR) is a scheme that allows the consumer to participate in that scheme, which provides benefits for users by providing incentives, reduces the grid stress, and enhances the system’s reliability by adjusting their load demand. Some key challenges of the DR Program are regulatory policies, customer participation, and sometimes bad incentives provided by stakeholders/energy providers. However, DR has some advantages, such as grid stability, grid reliability, renewable energy integration, and financial benefits due to the involvement of the market. Demand Response is now a practical and even appealing way to boost electrical system flexibility because to advancements in IT, control, and prediction capabilities. This paper provides a comprehensive literature review of the different schemes of DR and their advantages. It also discusses the different challenges, opportunities, and future directions.
Higher education faces the challenge of shaping a young generation that cares about the environment. However, in reality, young people still face difficulties in developing sustainable skills. Problem-Based Game-Based Learning (PBGL) is learning innovation for shaping sustainable competencies. The aims of this study were to determine students' sustainable competencies, determine the effect of length of study on sustainable competencies, and analyse the effect of the PBGL model on sustainable competencies. To analyse the influence of PBGL, a pretest-posttest quasi-experimental design with a control group was used. Meanwhile, to determine the differences in sustainability competencies based on length of study, the Mann-Whitney U test was used. The instrument used was modified from the sustainability competency instrument to suit the characteristics of the research subjects. The results show that sustainability competencies before treatment were at a moderate level. After treatment, the experimental group showed an increase in holistic thinking to 90.5%, followed by an increase in conflict resolution to 95.37%. The experimental group showed a significant increase (t=13.462, p<0.001) with an increase in competence exceeding that of the control group. When viewed from the difference in length of study, there is a significant difference between fifth-semester and seventh-semester students. Seventh-semester students demonstrate higher competence than fifth-semester students (p<0.05). The difference in average shows a 10% difference. This indicates that academic maturity affects the effectiveness of PBGL and sustainability competence. The results show that the PBGL model is able to accelerate the development of sustainability competencies. This study has important theoretical and practical implications for the improvement of sustainable environmental curricula and higher education learning.
Purpose of review This narrative review synthesizes recent evidence to examine the design and delivery, the development of competencies, the impact and the sustainability of training programs in low- and-middle-income countries (LMICs). Recent findings Effective training programs are intentionally designed, most effective when experiential learning is incorporated, and contextualized to local needs. Evidence suggests that training enhances leadership competencies such as decision-making, communication and resource management. These were seen to have measurable improvements at individual and organizational levels, leading to better service quality and improved patient outcomes. There is also evidence that blended and online training can expand access while also exacerbating inequities. Therefore, equity should be a central consideration, influencing content, delivery and learner support. A key determinant of sustaining training and competence development is the integration of training into organizational learning frameworks. Summary Leadership training is essential for developing competent health leaders in LMICs. Training can have the greatest impact when it is intentional, shaped by contextual needs, interactive and anchored in workforce application. LMICs should sustain training to achieve lasting improvements in leadership and health outcomes.
