An empirical study is made comparing two teacher training programmes, Integrated Teacher Education programme and Bachelor of Education programme. In the survey, a comparison between three domains content knowledge, pedagogical knowledge and pedagogical content knowledge of the pre-service teachers who are undergoing the two different curricula at different institutes have been carried out. Using bivariate analysis of variance for the three domains, we found that students of the integrated curriculum showed higher levels of professional preparation and competency in content knowledge and pedagogical knowledge domains than those pursuing Bachelor of Education curriculum. However, students of both programmes demonstrated almost similar performance in pedagogical content knowledge. This finding emphasizes the importance of enhancing pedagogical content knowledge and thereby reciprocates the need for strengthening the teacher training programmes.

Legislation plays an indispensable role in the development of lifelong education. This study aims to provide implications for the construction of the legal system of lifelong education in China by analyzing the Shanghai Lifelong Education Ordinance. Therefore, this study explored the Shanghai Ordinance on Lifelong Education content from promoting organizations and networks, financial support, strategies and projects of lifelong education. The results of the analysis were as follows: First, the ordinance has formulated a lifelong education management mechanism centered on local government and clarified the basic direction of resource integration. Second, a mechanism for ensuring lifelong education funding has been established, in which financial contributions from the government are the main agency, complemented by numerous contributions from society and individuals. Third, diversify lifelong education programs, emphasize the protection of the learning rights of disadvantaged groups, and initially form a system of academic achievement certification and a mechanism for monitoring and evaluation. Based on the results, discussions and implications were suggested.

This study aims to determine the effects of career planning and subject career success on teachers in Mongolian high schools. Major information was gathered from 114 teachers using an online survey. Simple random sampling combined with probability sampling was used to create the samples. Utilizing the SPSS software, the data analysis was carried out utilizing the statistics of validity, reliability, correlation, and regression. Methods of data analysis using statistical techniques such as test validity and reliability of the research instrument, then to prove the research questions used multiple regression analysis. The results show that career planning and subject career success simultaneously significant effect on employee performance. Furthermore, both career planning and self-efficacy partially have a significant effect on subject career success employee. This study had a mediation effect on the association between career planning, self-efficacy, and subject career success.