Resumen: La pandemia por COVID-19 influyó en el proceso de educación superior generando una transición entre la modalidad presencial a la modalidad en línea-emergente en la que se identificaron varias dificultades para el acceso debido a la inequidad, problemas tecnológicos, crisis de salud y económica a nivel mundial, y en Ecuador a nivel de docentes y estudiantes. El descubrimiento de conocimiento en bases de datos de KDD - Educacional, el análisis de técnicas de minería de datos de clasificación y agrupación, y el complemento de análisis de datos con la inteligencia de negocios determinaron los factores desde la perspectiva de la institución, del docente y de los estudiantes que inciden en el proceso de educación en línea, donde se demuestra además, la importancia del modelo de educación, la metodología del proceso de enseñanza aprendizaje, el entorno de aprendizaje y el bienestar de los docentes y estudiantes que garantizan una educación superior en línea de calidad con igualdad de oportunidades en el acceso.

Abstract: The COVID-19 pandemic significantly impacted higher education, forcing a rapid transition from face-to-face modality to the emerging online learning modality. This transition exposed several challenges, including, inequitable access to technology, global health and economic crisis, and specific difficulties faced by both teachers and students in Ecuador. Knowledge discovery in KDD - Educational databases, the analysis of classification and clustering data mining techniques and the complement of data analysis with business intelligence determined the factors from the perspective of the institution, teachers and students that influence the online education process. In addition, the importance of the education model, the teaching-learning process methodology, the learning environment, and the well-being of teachers and students that guarantee quality online higher education with equal access opportunities is demonstrated.

Resumo: Objetivo: determinar habilidades e conhecimentos sobre as tecnologias da informação e comunicação (TIC) dos calouros no curso de bacharelado em enfermagem em uma instituição pública de ensino superior na cidade de Bahía Blanca, província de Buenos Aires, Argentina. Metodologia: estudo observacional, descritivo, transversal e quantitativo. Foi utilizado um instrumento composto por 59 perguntas com opções de resposta fechada para avaliar as competências digitais dos calouros do curso. Resultados: Participaram 386 estudantes, em sua maioria do gênero feminino (85,49 %), do primeiro ciclo estudantil (74,35 %) e com idade igual ou inferior a 20 anos (47,15 %). 98,19 % tinham acesso à internet, 79,27 % tinham computador e mais de 80 % usavam amplamente as redes sociais (WhatsApp, Instagram) e o e-mail. Os calouros se auto-avaliaram competentes no programa MS Word, enquanto no MS Excel se declararam menos competentes. Há desconhecimento e baixo desenvolvimento de habilidades para gerar conteúdo e uma ampla demonstração de habilidades para pesquisar e baixar informações da web. A idade, o gênero, o tempo diário de uso da Internet e o ciclo de ingresso estudantil mostraram relação com o domínio das ferramentas digitais aplicadas à educação. Conclusões: Foi identificado um desenvolvimento intermediário de competências digitais aplicadas à educação, o que poderia demandar a concepção de programas que nivelem essas competências durante o processo de admissão ou durante a formação.

Abstract: Objective: To determine the skills and knowledge about information and communication technologies (ICT) of entrants to the Bachelor’s Degree in Nursing at a public higher institution in Bahía Blanca, Province of Buenos Aires, Argentina. Methodology: Observational, descriptive, transversal and quantitative study. An instrument was implemented consisting of 59 questions with closed response options aimed at assessing digital competencies in those entering the career. Results: 386 entrants participated, mostly female (85.49 %), from the first cycle (74.35 %) and 20 years old or younger (47.15%). 98.19 % had access to the internet, 79.27 % have a computer and more than 80 % have extensive use of social networks (WhatsApp, Instagram) and email. The entrants evaluated themselves as competent in the MS Word program, while in MS Excel they declared themselves less competent. There is a lack of knowledge and low development of skills to generate content and a wide range of skills to search and download information from the web. Age, gender, daily time of Internet use and entry cycle showed a relationship with the mastery of digital tools applied to education. Conclusions: An intermediate development of digital competencies applied to education was identified, and a high one for the use of social networks. The variables age, gender, daily time of Internet use and entry cycle were related to the knowledge and skills for using ICT applied to education.

Resumen: Objetivo: Determinar las habilidades y conocimientos sobre las tecnologías de la información y la comunicación (TIC) de los ingresantes a la carrera de Licenciatura en Enfermería de una institución superior pública de Bahía Blanca, Provincia de Buenos Aires, Argentina. Metodología: Estudio observacional, descriptivo, transversal y cuantitativo. Se implementó un instrumento conformado por 59 preguntas con opciones de respuesta cerrada orientado a valorar las competencias digitales en los ingresantes a la carrera. Resultados: Participaron 386 ingresantes, mayormente de género femenino (85.49 %), del primer ciclo (74.35 %) y con 20 años o menos de edad (47.15 %). El 98.19 % tenía acceso a internet, el 79.27 % tiene computadora y más del 80 % tiene un amplio uso de redes sociales (WhatsApp, Instagram) y correo electrónico. Los ingresantes se autoevaluaron competentes en el programa MS Word, mientras que en MS Excel se declararon menos competentes. Hay desconocimiento y bajo desarrollo de habilidades para generar contenido, y un amplio despliegue de habilidades para buscar y descargar información de la web. La edad, el género, el tiempo diario de uso de internet y el ciclo de ingreso mostraron relación con el dominio de las herramientas digitales aplicadas a la educación. Conclusiones: Se identificó un desarrollo intermedio de competencias digitales aplicadas a la educación, lo que podría ameritar el diseño de programas que nivelen estas habilidades durante el proceso de ingreso o durante la formación.

Abstract This study identifies the effect of the public policy implemented in the State of Ecuador in 2008 in regard to democratization of access to higher education, being understood as a right that reduces the existing gaps between men and women, ethnicities and quintiles; for this purpose, a mixed methodology is used as the starting point and, using a qualitative analysis, a review of the main legal instruments regulating higher education in Ecuador was performed, along with specific articles related to this subject. For quantitative methodology, the starting points were reports of the National Information System (SNI) in regards to net rate of enrollment in higher education, managed by the National Secretariat of Planning in order to perform a descriptive analysis on its evolution in gender, ethnicity and registration quintiles. Among the main results obtained, it was determined that the gratuity policy did have a positive effect for access to higher education for men, women, African-Ecuadorian and indigenous peoples and, for quintiles 1, 2 and 3 until year 2011, a noticeable increase was seen in nationwide net rate of enrollment with 4.95 percentile points between 2007 and 2011, until the meritocracy policy entered in force in 2012.

Resumo A investigação identifica o efeito da política pública implementada no ano 2008 pelo Estado equatoriano em relação à democratização do acesso à educação superior, entendida a jeito de direito que reduze as divisões existentes entre homens e mulheres, etnias e quintis; para esse propósito, usou-se uma metodologia mista na que, dentro da análise qualitativa, examinaram -se os instrumentos legais principais de regulação da educação superior no Equador, além de artigos escolhidos da área temática. Dentro da metodologia quantitativa, usaram-se os reportes do Sistema Nacional de Informação (SNI) referentes à taxa líquida de matrícula na educação superior aportado pela Secretaria Nacional de Planificação, para fazer uma análise descritiva da evolução em relação ao sexo, etnia e quintis de admissão. Entre os resultados principais, determinou-se que a política de gratuidade teve um efeito positivo no acesso à educação superior para homens, mulheres, afro-equatorianos e indígenas e, nos quintis 1, 2 e 3, até o ano 2011, observou-se um incremento na taxa líquida de matrícula ao nível nacional entre os anos 2007 ao 2011, com 4.95 pontos percentis, até o começo da validade da política de meritocracia no 2012.

Resumen Esta investigación identifica el efecto de la política pública implementada en 2008 por el Estado ecuatoriano referente a la democratización del acceso a la educación superior, entendida como un derecho que reduce las brechas que existen entre hombres y mujeres, etnias y quintiles; para ello, se parte de una metodología mixta, en la que, dentro del análisis cualitativo, se revisan los principales instrumentos legales que regulan la educación superior en Ecuador, y artículos seleccionados sobre la temática. En la metodología cuantitativa, se parte de los reportes del Sistema Nacional de Información (SNI) referentes a la tasa neta de matrícula en educación superior, administrado por la Secretaría Nacional de Planificación, para realizar un análisis descriptivo sobre su evolución a nivel de sexo, etnia y quintiles de ingreso. Entre los principales resultados, se determina que la política de gratuidad tuvo un efecto positivo en el acceso a la educación superior, para hombres, mujeres, afroecuatorianos e indígenas, y en los quintiles 1, 2 y 3, hasta el año 2011, evidenciando un incremento en la tasa neta de matrícula a nivel nacional, de 2007 a 2011, de 4,95 puntos porcentuales, hasta que entró en vigor la política de meritocracia, en 2012.

Abstract In this article, it is socialized the podcast project "Biographical Stories about Ecuadorian and Latin American Artists" carried out by the institutional research group "Education, Art and Society" of the Universidad Nacional de Educación. The objective of this project is to generate digital educational resources in podcast format that can be used in the classroom, mainly in educational units where students of the Pedagogy of Arts and Humanities career carry out their pre-professional practices in the subject of Cultural and Artistic Education. The podcast creation model is shared in this document through the systematization of the experience. Emphasis is placed on the literature on the podcast as an educational resource, the construction of educational resources in learning communities, and the relevance of open educational resources. As a form of conclusion, the importance of generating resources on Ecuadorian and Latin American artists is mentioned in the absence of rigorous material of this type in the educational field, the need for them to be built collectively, with open access and to establish dissemination proposals and teaching and learning strategies for its use.

Resumen En el presente artículo se socializa el proyecto de pódcast “Relatos biográficos sobre artistas ecuatorianos y latinoamericanos” llevado a cabo por el grupo de investigación institucional “Educación, Arte y Sociedad” de la Universidad Nacional de Educación. El objetivo de este proyecto es generar recursos educativos digitales en formato pódcast que puedan ser utilizados en el aula de clases, principalmente en las unidades educativas donde los estudiantes de la carrera de Pedagogía de las Artes y Humanidades realizan sus prácticas preprofesionales en la asignatura de Educación Cultural y Artística. El modelo de creación de los pódcast se comparte en este documento por medio de la sistematización de la experiencia. Se hace énfasis en la literatura sobre el pódcast como recurso educativo, la construcción de recursos educativos en comunidades de aprendizaje y la relevancia de los recursos educativos abiertos. A manera de conclusión se menciona la importancia de generar recursos sobre artistas ecuatorianos y latinoamericanos ante la falta de material riguroso de este tipo en campo educativo, la necesidad de que se construyan de manera colectiva, con acceso abierto y se establezcan propuestas de difusión y estrategias de enseñanza y aprendizaje para su uso.

Abstract Introduction Permanent education in health aims to ensure that professionals are constantly learning in the workplace and in the last few years institutions resorted to the technology-mediated education modality and new teaching possibilities were explored. In Brazil, between 2017 and 2021, only six articles and five monographs were published about listening effort. Objective The objective of this study was to develop a website with scientific content on the topic listening effort for Speech -Language Therapist and Audiologist with free online access. Methods The study was carried out in five stages: Analysis, contemplating the search for scientific materials to prepare the material. Design, in which the writing and design of the website was carried out. Development, carrying out the adequacy of the online material. Implementation, a stage in which professionals in the area evaluated the quality of the material after consenting to participation through a free and informed consent term. Review, stage in which the researcher analyzed the evaluators' responses. Results The five stages of elaboration of the website were carried out, which was evaluated by professionals in the area. The average of responses to all applied questions rated the website as "superior". Conclusion The website development was validated for online availability. technologymediated technology mediated explored Brazil 201 2021 Language access Analysis Design Development Implementation term Review evaluators superior. superior . "superior" availability 20 202 "superior 2

ABSTRACT Using data from the 2020 higher education admission process, this article analyzes the distributive behavior of the special quotas of a Chilean socio-educational inclusion policy. Several indicators have been created to profile both the demand and the programmatic offer that adheres to this initiative. The results show that the allocation of special quotas is neither homogeneous nor random; the higher the elitism, academic profile and socioeconomic characteristics of a program's enrollment, the lower its number of vacancies for special admission. Likewise, special quotas increase in programs with low levels of demand and that concentrate students with low performance in admission tests. The conclusions discuss whether the contribution of the most prestigious programs make to social inclusion is more symbolic than real, as well as the configuration of a logic of instrumental use of special admission in programs with low demand.

RESUMEN Utilizando datos del proceso de admisión a la educación superior en 2020, este artículo analiza el comportamiento distributivo de los cupos especiales de una política de inclusión socioeducativa chilena. Se crearon distintos indicadores para perfilar tanto la demanda como la oferta programática que adhiere a esta iniciativa. Los resultados evidencian que la asignación de cupos especiales no es homogénea ni azarosa; conforme mayor es la elitización, perfil académico y atributos socioeconómicos de la matrícula de un programa, menor es su cantidad de vacantes para admisión especial. Asimismo, los cupos especiales aumentan en carreras con bajos niveles de demanda y que concentran estudiantes con bajo desempeño en pruebas de admisión. Las conclusiones discuten si la contribución que los programas de mayor prestigio hacen a la inclusión social es más simbólica que real, así como la configuración de una lógica de uso instrumental de la admisión especial en programas de baja demanda.

Resumen: El pasado curso escolar 2019-2020 vivió una situación de confinamiento que obligó a la observancia de una educación online. Esto tuvo varias repercusiones como afectación del alumnado que venía arrastrando alguna dificultad previa (Organización de Estados Iberoamericanos, 2020); imposibilidad de acceso a herramientas tecnológicas para el desempeño educativo diario; incertidumbre sobre cuándo y cómo debía llevarse a cabo la vuelta a la normalidad; regreso a la presencialidad, entre otros. Esto provocó que los docentes manifestaran no sólo la incertidumbre en el ejercicio de su docencia, sino también se viesen hastiados por cambios que no han servido para mejorar su situación profesional, requiriendo sacrificios a nivel personal. Un estudio encaminado a analizar la particular situación educativa en la Comunidad Autónoma de Galicia (España), puso de manifiesto el hartazgo de la clase docente. Esto, con total independencia de la tipología del centro escolar al que pertenecían: público, privado o concertado. La necesidad de realizar varios procesos de muestreo-participación, para obtener la muestra requerida por el estudio, dada su relevancia, fue lo que motivó el análisis sobre las razones que llevan al colectivo de docentes a no participar determinando, a través de un indicador, el grado de hastío de estos.

Abstract: The past school year 2019-2020 has experienced a situation of school confinement, which forced the observance of an online education, with certain repercussions: affectation on students who had been dragging some previous difficulty (OEI), impossibility of access to technological tools for daily educational performance, uncertainty about when and how the return to normality should take place, i.e., return to face-to-face. This caused teachers to express not only uncertainty in the exercise of their teaching, but also to see themselves jaded by changes that have not served to improve their professional situation, requiring sacrifices on a personal level. A study carried out aimed at analyzing the particular educational situation in the Autonomous Community of Galicia (Spain), has revealed the weariness of the teaching class, with complete independence of the type of school to which they are attached: public, private or concerted. The need to carry out various sampling-participation processes, to obtain the sample required by the study, given its relevance, was what motivated the analysis of what leads the group of teachers not to participate, determining, through an indicator, the degree of boredom with them.

Resumen: La política y la responsabilidad social son aspectos fundamentales que impulsan una educación de calidad, equitativa y comprometida con el desarrollo integral de los estudiantes y la sociedad. Por consiguiente, se planteó como objetivo realizar una revisión sistemática para identificar y analizar los estudios más relevantes sobre las políticas y la responsabilidad social en el sistema educativo peruano. Metodológicamente se siguieron los postulados de la declaración PRISMA, por lo que se recuperaron los documentos a partir de los motores de búsqueda SciELO, Redalyc, Dialnet y Google Scholar y de la selección a partir de las consideraciones: investigaciones con fecha de publicación entre 2013-2023, artículos científicos y tesis en repositorios institucionales, documentos en español o inglés y de acceso libre. Los resultados permitieron reconocer un total de veinticinco (n = 25) documentos a revisar. Se concluye que la formulación de políticas efectivas y el compromiso con la responsabilidad social en las instituciones educativas son fundamentales para lograr una educación inclusiva, equitativa y de calidad. Asimismo, se ha identificado la necesidad de establecer estrategias que promuevan una mayor integración de la tecnología en la educación, así como una formación docente acorde a las demandas del siglo XXI.

Abstract: Politics and social responsibility are fundamental aspects that promote a quality education, equitable and committed to the integral development of students and society. Therefore, the objective was to carry out a systematic review to identify and analyze the most relevant studies on policies and social responsibility in the Peruvian educational system. Methodologically, the postulates of the PRISMA declaration were followed, so the documents were retrieved from the SciELO, Redalyc, Dialnet and Google Scholar search engines and from the selection based on the considerations: research with a publication date between 2013-2023, scientific articles and theses in institutional repositories, documents in Spanish or English and of free access. The results allowed to recognize a total of twenty-five (n = 25) documents to be reviewed. It is concluded that the formulation of effective policies and the commitment to social responsibility in educational institutions are fundamental to achieve an inclusive, equitable and quality education. Likewise, the need has been identified to establish strategies that promote a greater integration of technology in education, as well as teacher training according to the demands of the XXI century.

Resumo O objetivo principal deste artigo é analisar os processos de inserção sociolaboral de jovens de setores populares do Município de La Matanza, Província de Buenos Aires, que participam do Sistema Integral de Promoção e Proteção dos Direitos da Criança e Adolescentes. Procurámos dar conta dos empregos a que acedem, das suas expectativas de trabalho e formação, bem como dos seus sentidos em relação ao trabalho. Isto, a fim de fornecer ferramentas para a gestão de políticas públicas que acompanhem as trajetórias laborais de jovens de setores vulneráveis. Os dados foram obtidos num inquérito realizado no âmbito de um Projeto de Vida e Oficina de Introdução ao Mundo do Trabalho, coordenado pela Área de Trabalho e Inclusão Sociolaboral do Município em 2023. Foram analisadas as informações da Pesquisa Juventude, Educação e Trabalho 2023, bem como os registros sobre a percepção dos jovens sobre “trabalho” Vale destacar como principal constatação que as condições socioeconômicas prevalecem no ingresso no mercado de trabalho e podem afetar suas expectativas de emprego, mas por meio do apoio do Estado, a partir de programas com abordagem integral, é plausível ampliar o horizonte de possibilidades e dar origem a outros cenários nesses cursos de vida.

Resumen Este escrito tiene como objetivo principal analizar los procesos de inserción sociolaboral de jóvenes de sectores populares del Municipio de La Matanza, Provincia de Buenos Aires, que participan del Sistema Integral de Promoción y Protección de Derechos de Niños, Niñas y Adolescentes. Se buscó dar cuenta de los trabajos a los que acceden, de sus expectativas laborales y formativas, así como sus sentidos en torno al trabajo. Ello, con el fin de aportar herramientas para la gestión de políticas públicas que acompañen las trayectorias laborales de jóvenes de sectores vulnerables. Los datos se obtuvieron en un relevamiento realizado en el marco de un Taller Proyecto de Vida e Introducción al Mundo del Trabajo, coordinado por el Área Trabajo e Inclusión Sociolaboral del Municipio en 2023. Se analizó la información de la Encuesta Juventud, Educación y Trabajo 2023, así como los registros sobre las percepciones de los/as jóvenes sobre el “trabajo”. Cabe resaltar, como principal hallazgo, que los condicionantes socioeconómicos prevalecen al momento de insertarse en el mercado de trabajo y pueden incidir en sus expectativas laborales, pero mediante el acompañamiento del Estado, a partir de programas con abordaje integral, es plausible ampliar el horizonte de posibilidades y dar lugar a otros escenarios en esos cursos de vida.

Abstract The main objective of this paper is to analyze the processes of socio-labor insertion of young people from popular sectors of the Municipality of La Matanza, Province of Buenos Aires, who participate in the Comprehensive System for the Promotion and Protection of the Rights of Children and Adolescents. We seek to account for the jobs they access, their work and training expectations, as well as their meanings about work. This, in order to provide tools for the management of public policies that accompany the labor trajectories of young people from vulnerable sectors. The data was obtained in a survey carried out within the framework of a Life Project and Introduction to the World of Work Workshop, coordinated by the Work and Socio-labor Inclusion Area of the Municipality in 2023. The information from the Youth, Education and Work 2023 Survey was analyzed, as well as records on young people's perceptions of “work”. It is worth highlighting, as the main finding, that the socioeconomic conditions prevail when these young people enter the labor market and can affect their job expectations, but with the support of the State through programs with a comprehensive approach, it is plausible to expand the horizon of possibilities and give rise to other scenarios in those life courses.

BACKGROUND: Despite inpatient rehabilitation many stroke survivors struggle with community reintegration on returning home. The environment to which the stroke survivor returns affects and may limit participation in home and community-based activities. AIM: To describe stroke survivors' lived experiences of the environmental barriers and facilitators to community reintegration in an under resourced urban metropolitan sub-district in the Western Cape, South Africa. METHODS: A descriptive, qualitative study design with a phenomenological emphasis used semi-structured interviews to collect the data from purposefully selected stroke survivors who had been discharged for more than one year following inpatient rehabilitation. Supporting data were collected from interviews with two occupational therapists providing rehabilitation services to the stroke survivors. Deductive priori coding of semi-structured interviews with 11 stroke survivors, based on the environment subsystems described in the Person-Environment-Occupation-Performance (PEOP) model explored the barriers and facilitators to their community reintegration. FINDINGS: Of the six environmental sub systems in the PEOP model the systems and policy, access to information and health education, social determinants of health in the form of poor rehabilitation planning and loss of income as well as the built and natural environment presented the greatest barriers to the stroke survivor participants' community reintegration. However, reintegration was facilitated by social support and social capital, social determinants of health in the form of support groups as well as assistive technologies. CONCLUSION: Community reintegration continues to be a challenge for stroke survivors in an under-resourced urban sub-district due to environmental barriers associated with factors such as poor social support, inadequate implementation of policies and systems, poor compliance with home programmes, low socioeconomic status, poor access within the built and natural environment and inappropriate assistive devices. Several facilitators that occupational therapists can focus on to enable community reintegration included ensuring effective social support, access to community-based organisations, the introduction of home visits and provision of appropriate assistive devices. IMPLICATIONS FOR PRACTICE All stroke survivors must receive a comprehensive discharge plan to facilitate adequate access to continued rehabilitation and support for successful community reintegration. • There must be a specific referral to primary health care rehabilitation services on discharge from hospital. • Occupational therapists at community level have the responsibility to: o advocate for, or assist stroke survivors to self-advocate, the removal of inter-sectoral environmental barriers that limit their community reintegration and community participation, o where possible provide services in the home and involve midlevel workers when conducting home visits to enable successful reintegration into the home and resumption of occupational roles where possible, o look to other resources in their community that can assist in facilitating the community reintegration of stroke survivors to enable access to health, education, productive activities, and social and leisure participation opportunities, o improve their collaboration with the communities that they service.

INTRODUCTION: The COVID-19 pandemic brought about a global crisis in higher education, where students were required to transition to emergency remote teaching (ERT). This study explored students' experiences of online assessments and feedback during the pandemic to inform future practice. METHODOLOGY: This study utilised a descriptive cross-sectional quantitative design with purposeful sampling to describe student's experiences of online assessments. Data were collected from occupational therapy students in 2022. The Assessment Experiences Questionnaire was sent to all eligible participants (n=166). Data were analysed using SPSS version 28. RESULTS: Students reported that 'tackling' assignments made them apply their learning more deeply (79.75%; n=63). More than half of the students learned more from doing assignments than studying course material (61.25%; n=49). Majority of students felt they did not receive timely feedback through online assessments (67.5%, n=54)( which impacted their learning. More than half of the students use feedback in preparation for assignments (56.25%; n=45), hence timely and quality feedback is needed. CONCLUSION: Occupational therapy students had a positive experience of online assessments; however, the transition was challenging. It is recommended for lecturers to consider the challenges of online assessments, the number of assessments and timely feedback for an effective online learning process. IMPLICATIONS FOR PRACTICE • For online learning to be effective, relevant and timely access to resources and support systems are required. These include internet access, resources like laptops and smartphones which facilitate engagement with remote learning. • The provision of institutional and academic support can positively influence students' experiences of online learning. • Timing and quality of feedback is essential to the online learning experience. Delayed feedback can negatively impact learning, emphasising the importance of timely feedback to aid student growth and improved learning outcomes. • Students' experiences and perceptions of how they receive feedback change over time. Thus, personalised feedback focusing on improvement rather than comparison to peers should be emphasised in the learning environments to which they are exposed. • The importance of effective time management in students is emphasised for online learning and students need to be equipped with these skills for this mode of learning.

Migration, a prevalent global phenomenon, significantly impacts health, particularly in low- to middle-income countries. This article presents a rapid review aimed at mapping projects, lessons and policies concerning sexual and reproductive health (SRH), HIV and migration in southern Africa. Utilising a population-concept-context framework, the review focuses on understanding the scope, nature and extent of interventions, identifying lessons learnt, and assessing existing policies and strategies. A comprehensive search strategy and screening process resulted in 19 studies and reports for inclusion. The review highlighted diverse projects across southern Africa, addressing SRH and HIV among migrants, refugees and asylum seekers. Projects ranged from peer-education interventions to community-based referral systems, aiming to improve knowledge, access and outcomes related to SRH and HIV. The lessons learnt emphasised the importance of community involvement, healthcare worker (HCW) training and inclusive policies to address migrants' diverse needs effectively. Additionally, projects facilitated cross-border collaborations and policy integration, enhancing access to SRH-HIV services and migrant health rights. Despite these efforts, challenges persist, including gender-based violence, financial barriers and xenophobic attitudes among HCWs. Limited access to comprehensive sexuality education and social protection for migrants underscores the need for further policy development and implementation. Nevertheless, existing policies, such as Botswana's inclusive HIV treatment policy and South Africa's National Strategic Plan for HIV, TB and STIs, demonstrate steps towards ensuring migrants' rights to healthcare.

Science investments should benefit everyone; however, research still predominantly lacks gender integration, resulting in incomplete findings and inequitable outcomes. Moreover, despite some progress, gender disparities persist in the research workforce. Research funders, including science granting councils, are pivotal in driving gender transformation through shaping knowledge production and research infrastructure. We report on key findings from the Science Granting Councils Initiative (SGCI) in Sub-Saharan Africa (SSA) Gender Equality and Inclusivity (GEI) Project - a multi-year participatory intervention aimed at strengthening the capacities of councils to integrate GEI across their functions. Participating councils were located in 13 African countries, and their actions spanned four domains: building organisational GEI infrastructure; reshaping norms, practices, and power relations that perpetuate gender inequality; implementing targeted measures to address women's unequal access to resources and research opportunities; and promoting collective ownership of efforts to advance GEI in the research and innovation ecosystem. SIGNIFICANCE: • Achieving gender transformation in research and innovation hinges on addressing two intertwined challenges: structural gender inequality in higher education and research institutions, and a lack of gender integration in research content and design. • Grant-makers influence decisions about who conducts and participates in research, the types of research approaches and topics prioritised, and the populations that benefit from research findings. Adopting a GEI lens in these decisions enhances research quality and promotes equity. • Our findings pinpoint entry points for leveraging grant-making practices to advance gender transformation and underscore the importance of rooting such interventions in context.

ABSTRACT Benzodiazepines, the most prescribed medications in the world, are extremely useful in managing conditions related to the central nervous system, however, their prescription is not always related to a pathology. This study sought to identify the factors influencing the prescription of benzodiazepines in Primary Care of the Unified Health System and their consequences, in a region with high social vulnerability. The principles of a qualitative study with intentional sampling of prescribing physicians were used, constructed with the help of Key Informants and with a size (N=10) defined by the principle of theoretical saturation. Collection took place through semi-structured interviews in the basic units where the professionals worked. The themes identified regarding the reasons for prescription were Patient-related (patient demand; social problems); Relating to medication (dependence); Relative to the prescriber (irrational use). The prescription of benzodiazepine was due to the low social conditions of users in this region and the consequences of this situation (social vulnerability, distressing problems with difficult resolution). Continuous education for professionals, interprofessional actions, and comprehensive care were demands of the professionals. The problem goes beyond the doctor’s scope of action, and public policies that guarantee such populations access to health, work, and education are suggested. Benzodiazepines world system however pathology vulnerability used N=10 N10 N 10 (N=10 saturation semistructured semi structured worked Patientrelated Patient patient demand problems) dependence (dependence) irrational use. use . use) resolution. resolution resolution) actions doctors doctor s action health work suggested N=1 N1 1 (N=1 (dependence N= (N= (N

RESUMO Os benzodiazepínicos, medicamentos mais prescritos no mundo, são extremamente úteis no manejo de patologias relativas ao sistema nervoso central, porém, nem sempre sua prescrição está relacionada com uma patologia. Este estudo buscou identificar os fatores influenciadores na prescrição de benzodiazepínicos na Atenção Básica do Sistema Único de Saúde e suas consequências, em uma região com alta vulnerabilidade social. Foram utilizados os princípios de um estudo qualitativo com amostra intencional de médicos prescritores construída com a ajuda dos Informantes-Chave e com tamanho (n = 10) definido pelo princípio da saturação teórica. A coleta de dados ocorreu mediante entrevistas semiestruturadas nas unidades básicas onde os profissionais atuavam. Os temas identificados relativos aos motivos da prescrição foram: relativos ao paciente (demanda do paciente; problemas sociais); relativos ao medicamento (dependência); relativos ao prescritor (uso irracional). A prescrição do benzodiazepínico deu-se devido às baixas condições sociais dos usuários nessa região e as consequências dessa conjuntura (vulnerabilidade social, problemas angustiantes de difícil resolução). Educação permanente para profissionais, ações interprofissionais e integralidade do cuidado foram demandas dos profissionais. O problema extrapola a ação do médico, e são sugeridas políticas públicas que garantam, às populações com essas características, acesso a saúde, trabalho e educação. mundo central porém patologia social InformantesChave Informantes Chave n 10 teórica atuavam demanda sociais) dependência (dependência) uso irracional. irracional . irracional) deuse deu se resolução. resolução resolução) médico garantam características saúde educação 1 (dependência

ABSTRACT Benzodiazepines, the most prescribed medications in the world, are extremely useful in managing conditions related to the central nervous system, however, their prescription is not always related to a pathology. This study sought to identify the factors influencing the prescription of benzodiazepines in Primary Care of the Unified Health System and their consequences, in a region with high social vulnerability. The principles of a qualitative study with intentional sampling of prescribing physicians were used, constructed with the help of Key Informants and with a size (N=10) defined by the principle of theoretical saturation. Collection took place through semi-structured interviews in the basic units where the professionals worked. The themes identified regarding the reasons for prescription were Patient-related (patient demand; social problems); Relating to medication (dependence); Relative to the prescriber (irrational use). The prescription of benzodiazepine was due to the low social conditions of users in this region and the consequences of this situation (social vulnerability, distressing problems with difficult resolution). Continuous education for professionals, interprofessional actions, and comprehensive care were demands of the professionals. The problem goes beyond the doctor’s scope of action, and public policies that guarantee such populations access to health, work, and education are suggested.

RESUMO Os benzodiazepínicos, medicamentos mais prescritos no mundo, são extremamente úteis no manejo de patologias relativas ao sistema nervoso central, porém, nem sempre sua prescrição está relacionada com uma patologia. Este estudo buscou identificar os fatores influenciadores na prescrição de benzodiazepínicos na Atenção Básica do Sistema Único de Saúde e suas consequências, em uma região com alta vulnerabilidade social. Foram utilizados os princípios de um estudo qualitativo com amostra intencional de médicos prescritores construída com a ajuda dos Informantes-Chave e com tamanho (n = 10) definido pelo princípio da saturação teórica. A coleta de dados ocorreu mediante entrevistas semiestruturadas nas unidades básicas onde os profissionais atuavam. Os temas identificados relativos aos motivos da prescrição foram: relativos ao paciente (demanda do paciente; problemas sociais); relativos ao medicamento (dependência); relativos ao prescritor (uso irracional). A prescrição do benzodiazepínico deu-se devido às baixas condições sociais dos usuários nessa região e as consequências dessa conjuntura (vulnerabilidade social, problemas angustiantes de difícil resolução). Educação permanente para profissionais, ações interprofissionais e integralidade do cuidado foram demandas dos profissionais. O problema extrapola a ação do médico, e são sugeridas políticas públicas que garantam, às populações com essas características, acesso a saúde, trabalho e educação.