Issue 33 (2026)

Career Paths of Translation Graduates and The Alignment of Training With The Labor Market in Algeria

Mon, 26 Jan 2026 00:00:00 GMT

Career Paths of Translation Graduates and The Alignment of Training With The Labor Market in Algeria Mehassouel, Ezzoubeyr; Ahnani, Farid Aligning translation training with the requirements of the labor market is of paramount importance especially after the advent of Artificial intelligence (AI) and its sweeping impact on a wide array of domains, and the translation sector in particular. This study investigates the career paths of translation graduates as well as their perceptions towards translation training and translation market in Algeria. The study adopts a mixed-methods approach to collect data from a sample of 66 translation graduates from various Algerian universities. It concluded that the public sector attracts more translation graduates than the private sector with most participants working as language educators or translators. Translation market in Algeria was deemed by participants as weak in terms of job opportunities and remuneration, therefore recommendations were provided to adjust the translation training with the needs of the labor market, improve the translation status and adopt a national policy to enhance the translation profession in Algeria.

Same Path, Different Destiny? The European Integration Journey of Albania and North Macedonia (2001–2025)

Mon, 26 Jan 2026 00:00:00 GMT

Same Path, Different Destiny? The European Integration Journey of Albania and North Macedonia (2001–2025) Maksuti, Bekim This paper examines the European integration trajectories of Albania and North Macedonia from 2001 to 2025, analyzing how two neighboring Western Balkan countries with shared strategic objectives have experienced distinct pathways toward European Union accession. Using a comparative and qualitative approach, the study investigates institutional preparedness, political reform processes, regional diplomacy, and the impact of the EU’s conditionality framework. North Macedonia’s journey, initiated with the signing of the Stabilization and Association Agreement in 2001, has been repeatedly hindered by bilateral disputes, identity politics, and internal political instability. Albania, while avoiding major external blockages, has faced persistent challenges related to governance, corruption, and the rule of law, which have slowed its reform momentum. Despite shared participation in regional initiatives such as the Berlin Process and alignment with the Western Balkans enlargement agenda, the two cases illustrate how similar starting points can lead to divergent outcomes. The findings demonstrate that the interplay between domestic reform capacity and external conditionality has determined each country’s pace and depth of integration. Furthermore, the study argues that geographical proximity and similar policy aspirations are insufficient predictors of harmonized European futures. Instead, political will, institutional stability, and the credibility of EU incentives remain decisive factors. By tracing both successes and setbacks across two decades, the paper provides a deeper understanding of how structural conditions, geopolitical dynamics, and EU engagement shape the transformative power of Europeanization in the Western Balkans. We find ourselves witnessing achievements, failures, and expectations that belong not only to the citizens but also to civil society, the academic sphere, diverse communities, institutions, and the collective consciousness. In the persistent wait for the overcoming of bilateral disputes, there is a prevailing sense that not only is the region advancing at divergent paces, but that the EU itself appears inconsistent and without a harmonized voice regarding the issues of consensus and decision-making.

Servant Leadership and Compassionate School Cultures in South African Catholic Schools Servant leadership and compassionate culture

Mon, 26 Jan 2026 00:00:00 GMT

Servant Leadership and Compassionate School Cultures in South African Catholic Schools Servant leadership and compassionate culture Shula, Melese This study explored how servant leadership can foster compassionate school cultures in Catholic education, aiming to support the holistic development of learners, as viewed through the eyes of South African school principals. The research was driven by a desire to understand how ethical, relational, and faith-based leadership practices influence students' emotional, social, moral, and academic wellbeing, especially in Catholic schools that weave spiritual and moral guidance into their educational framework. A qualitative phenomenological approach was used to gather insights from the principals' lived experiences, employing semi-structured interviews and document analysis as the main methods for data collection. Twelve principals, purposively selected to represent urban, peri-urban, and rural Catholic schools, took part in the study. The data were analysed thematically to uncover patterns and insights related to servant leadership practices, the challenges faced, and their effects on school culture. The study identified four main themes: the essential role of empathetic presence in fostering compassion, the importance of relational care through meaningful interactions with both staff and students, the integration of faith-based moral and spiritual development in line with Catholic Social Teaching, and the challenges to maintaining compassionate practices, such as limited resources and teacher burnout. Principals noted that servant leadership creates inclusive and supportive school environments, which in turn promotes the overall development of learners by addressing their emotional, social, and ethical needs alongside their academic progress. The research concludes that when servant leadership is implemented through empathy, relational care, and faith-based principles, it can significantly transform Catholic education. It highlights the need for intentional leadership, systemic support, and the incorporation of culturally and spiritually relevant frameworks, like Ubuntu and Catholic Social Teaching, to nurture compassionate school cultures. These findings have important implications for developing leadership, shaping policies, and advancing holistic, learner-centred education in faith-based school contexts.

Gender Dynamics in Mnemonic Instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia in Mpumalanga's Public Primary Schools, South Africa

Mon, 26 Jan 2026 00:00:00 GMT

Gender Dynamics in Mnemonic Instruction: Enhancing Reading Skills Among Grade Three Learners with Dyslexia in Mpumalanga's Public Primary Schools, South Africa Zindoga, Lilian Abstract Two theories (Skinner’s reinforcement and the Information Processing theories) were used. A research method used to estimate causal relationships without random assignment was used. One of the two institutions was experimental, and the other one was a standard one. 43 participants were included in the investigation from the two selected schools using selective sampling techniques. 23 parents (from the intervention school) participated in the questionnaires. The Bangor Dyslexia Test (BDT), pre- and post- tests, and a literacy assessment test were the tools used to gather information. The results of the independent samples t-test between boys and girls with dyslexia’s reading showed that there was a numerically notable gap linking the genders. Surveying the reading skill on its own as part of reading ability, the result of female learners (M=26.7; SD=7.7) was remarkably higher than that of male learners (M=13.0; SD=6.7), t (21) = 4.563, p = .000 < .001, suggesting that there is a notable result of gender in influencing enhancement of reading ability by mnemonic intervention, with the female students having superior results compared to males. The study recommends that the DBE should develop early assessment for boys with dyslexia in the early years of education.