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Ghana has lost about 93 percent of its forest reserves in 68 years and its rich biodiversity is gradually being depleted due to poaching, habitat loss, pollution of water bodies and deforestation (Buamah, Petrusevski and Schippers, 2008; Tamakloe, 2010; Tom-Dery, Dagben and Cobbina, 2012). The cost ...
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Ghana has lost about 93 percent of its forest reserves in 68 years and its rich biodiversity is gradually being depleted due to poaching, habitat loss, pollution of water bodies and deforestation (Buamah, Petrusevski and Schippers, 2008; Tamakloe, 2010; Tom-Dery, Dagben and Cobbina, 2012). The cost of environmental degradation to Ghana’s economy is estimated to be within the range of 1-10% of the country’s annual GDP ($12 billion GDP) (GNA, 2007; UNEP, 2013). Environmental science education in the basic school curriculum is aimed at educating Ghanaians on the environment. Tuncer et al. (2009) argue that teachers will produce students who are environmentally literate when they themselves are environmentally knowledgeable, have positive attitudes towards the environment and show concern for environmental problems. This study assesses the environmental literacy of pre- service teachers in colleges of education in Ghana and their preparedness to teach environmental science at the basic school level.

This paper presents data from interviews conducted with head administrators of 10 Japanese as a Heritage Language (JHL) schools in England and examines their emic perspectives on ‘heritage’. ‘Heritage’ is defined as “elements of past experience that a group deliberately sets out to preserve and pa...
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This paper presents data from interviews conducted with head administrators of 10 Japanese as a Heritage Language (JHL) schools in England and examines their emic perspectives on ‘heritage’. ‘Heritage’ is defined as “elements of past experience that a group deliberately sets out to preserve and pass on to the next generation” (Blackledge & Creese, 2010, p. 164). The interview transcripts are interrogated for their constructions of heritage in relation to the curriculum. A range of perspectives on heritage can be seen and these differences may affect the programme and approach each school chooses. In the era of globalisation, ‘heritage’ can involve connections to the future as well as connections to the past. Kokugo textbooks are selected because of the way they construct a Japanese ‘authenticity’. This paper presents phase one of a larger project aiming to shed light on the curriculum of JHL schools in England.

This paper presents insights gained from preparatory work in relation to a research about the early career experiences of teachers in Lagos State. The historic failings of Nigeria’s public school system have left Nigerian Education sector with challenges such as low teaching standards and lack of ba...
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This paper presents insights gained from preparatory work in relation to a research about the early career experiences of teachers in Lagos State. The historic failings of Nigeria’s public school system have left Nigerian Education sector with challenges such as low teaching standards and lack of basic opportunities for learning. Lagos State is used as a representation of the Nigerian scenario. Eraut’s (2004) model of learning and context factors that affect professional growth is used to analyze the extent to which new teachers develop the attributes that support learning in the way they engage with work, socialize at work and see themselves in that process. A background of the research is first presented and then followed by a brief characterization of research participants’ recruited so far. The issues arising from the recruitment of graduates into teaching in Lagos State schools is discussed and the paper ends with final reflections on pertinent concerns worth pondering about in order that efforts targeted at providing quality education in Lagos State stands a greater chance of success now and in the future.

Speech, language and communication needs (SLCN) are thought to have a negative influence on a child’s subsequent development and educational attainment and SLCN is the most prevalent primary educational need for children with Special Educational Needs (SEN) in primary schools. As part of a wider inv...
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Speech, language and communication needs (SLCN) are thought to have a negative influence on a child’s subsequent development and educational attainment and SLCN is the most prevalent primary educational need for children with Special Educational Needs (SEN) in primary schools. As part of a wider investigation into provision for children with SLCN, 12 observations of Key Stage 1 (KS1) classrooms were completed to explore the language environment. The results highlighted that many classrooms had the structural features conducive to an oral language rich environment, however, the opportunities to practice language skills through interactions with adults and peers did not appear to be as well embedded. A number of elements are highlighted which consider those things that may need to be in place such that teachers are supported in developing provision for children with SLCN, as well as to enhance the language development opportunities for all children.

What is the role of Ofsted, as a major stakeholder and gatekeeper for maintaining standards of quality in education, in promoting the development of creativity skills in vocational business studies courses for young learners aged 16 to 19 in Further Education Colleges? Using an exploratory, illus...
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What is the role of Ofsted, as a major stakeholder and gatekeeper for maintaining standards of quality in education, in promoting the development of creativity skills in vocational business studies courses for young learners aged 16 to 19 in Further Education Colleges? Using an exploratory, illustrative case study design (Thomas, 2011) with a systems thinking conceptual framework (Capra and Luisi, 2014), I am using qualitative data from interviews, published Ofsted reports, the Ofsted Common Inspection Framework (2012), and Times Educational Supplement articles, to build my case study. I am also using feedback from my public engagement activities on social media and at conferences to inform my ideas within a broad, systems view of education where we consider the whole rather than drawing conclusions from an analysis of its parts. This paper explains the importance of a clear and shared definition of creativity, focusing on the ‘creative person’ within a multi-faceted concept of creativity which includes various other essential elements such as process, product, place, pressures, permanence and persuasion.

CONTEXT The purpose of this paper is to investigate key challenges and issues relating to the sudden and rapid development of Transnational Higher Education, with particular emphasis on Logistics Education. Knight (2005) reflects, while the Observatory of Borderless Higher Education in the UK tra...
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CONTEXT The purpose of this paper is to investigate key challenges and issues relating to the sudden and rapid development of Transnational Higher Education, with particular emphasis on Logistics Education. Knight (2005) reflects, while the Observatory of Borderless Higher Education in the UK tracks recent developments and reports on them, there is still a real need to ensure that ‘cross-border education reflects and helps to meet individual countries’ educational goals, culture, priorities and policies’. RESEARCH QUESTION/PURPOSE The research question asks ‘What are the challenges of cross-border education and what does this mean for the development of Logistics programmes involved in Transnational Higher Education? As already discussed by Zinn and Goldsby (2014), the merger of logistics, operations, supply management, and related disciplines into the broader field of supply chain management (SCM) has brought together academic fields with different professional identities and competing visions of what SCM ought to be; what students ought to be taught, and what the priorities for research and publication should be. KEY FINDINGS AND DISCUSSION Globerson and Wolbrum (2014) state that academia continuously struggles with the content identification of logistics courses, wishing to support industry's needs. As expressed by Gravier and Farris (2008), articles about logistics education had progressed from asking, "Who are we?" in the 1960s and 1970s, to asking" What are we teaching?" from the 1980s. The debate concerning the content of a logistics programmes will always be around since practitioners' needs are dynamic. These initial findings support the fact that an interest in logistics education has been growing, but the author has identified that a third dimension concerning transnational discussions is not apparent.

Hazelwood School was established at the beginning of the nineteenth century, in Birmingham, by the Hill family. This paper argues that the ethos and unique practices adopted at the school by the Hills, together with their individual activities, which were influenced by a series of socially-minded in...
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Hazelwood School was established at the beginning of the nineteenth century, in Birmingham, by the Hill family. This paper argues that the ethos and unique practices adopted at the school by the Hills, together with their individual activities, which were influenced by a series of socially-minded individuals with whom they came into contact, can be seen as contributing to the choice of Birmingham as the location for the first national conference on the reform of juvenile criminals, held in 1851, and to the development of the reformatory and industrial schools that were later established to accommodate criminal children. Additionally, the efforts of successive generations of the Hill family, who continued to work to improve the treatment of neglected and criminal children, were so progressive that their influence extended beyond Victorian Britain.

The nursing profession is undergoing significant change. The most apparent being: the recent progress to an all-graduate profession; the continued reforms following the findings of the Francis Report (2013) and the sustained restructuring of the health service that seeks to effectively manage the in...
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The nursing profession is undergoing significant change. The most apparent being: the recent progress to an all-graduate profession; the continued reforms following the findings of the Francis Report (2013) and the sustained restructuring of the health service that seeks to effectively manage the increasing demands placed upon it (NHS 2014). Educational programmes in nursing have developed curriculum that places self- determined learning at the heart of professional practice. This heutagogical approach extols the value of reflective practitioners that empower the development of evidence based practice. Throughout this process students are supported by scholarly mentors. In light of the significant changes and the continued challenges to nurse education this paper will seek to critically analyse the seminal work of Boyer, (1990) in which he sought to challenge the out-moded ideology of scholarship and propose a more enlightened contemporary framework, which all academics can utilise in order to encourage a more dynamic, systematic approach to learning.

School teaching has long been associated with women. There has been an ideological link between women’s domestic role and their career as school teacher. Taking care of younger children in school is traditionally seen as an “extension of motherhood” and therefore considered a “natural” job for women...
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School teaching has long been associated with women. There has been an ideological link between women’s domestic role and their career as school teacher. Taking care of younger children in school is traditionally seen as an “extension of motherhood” and therefore considered a “natural” job for women. Keeping in view this firmly rooted global phenomenon, I focus to examine what ideology idealizes and legitimizes school teaching as the best career for women in Pakistan? The study is informed by social constructionist understanding of gender and therefore draws on feminist post-structuralist. Drawing on insights from feminist post-structuralist, I give particular consideration to the discourses embedded into school textbooks and the people who author and approve school knowledge. Employing qualitative methodology, I focus on two key questions: what ideology informs school textbooks? How do school textbooks legitimize school teaching as the only appropriate job for women? The study findings suggest that school textbooks in Pakistan have been used to naturalize and legitimize school teaching as the best career for women.

The social structure of the Ghanaian society has changed over the century due to the influence of western education and religion. Puberty rites, once avenues for sex education has found no locus in these new religions and western style education. Instead school based sex education programs are now a...
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The social structure of the Ghanaian society has changed over the century due to the influence of western education and religion. Puberty rites, once avenues for sex education has found no locus in these new religions and western style education. Instead school based sex education programs are now avenues for educating the youth about sexuality in the face of the devastating effects of HIV/AIDS, sexually transmitted infections, teenage and unwanted pregnancies, sexual abuse and the violent abhorrence of homosexuality in Ghana. The purpose of this study is to explore the experiences and perceptions of Ghanaian college sex education tutors regarding the subject, their experiences growing up and of teaching sex education and what inform their pedagogies, challenges and what they deem must be done to maximise the benefits of sex education. This is a qualitative study involving interviews with five purposively sampled tutors and employing Interpretative phenomenological analysis (IPA).

The stereotypic image of smiling, passive Thai students masks the hidden depths of cultural conflict and academic challenges encountered while studying in the West. Researchers in Australia and North America investigated problems experienced by International students at Western universities but ther...
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The stereotypic image of smiling, passive Thai students masks the hidden depths of cultural conflict and academic challenges encountered while studying in the West. Researchers in Australia and North America investigated problems experienced by International students at Western universities but there is a sparsity of research into the experiences of Thai students. Academically gifted Thai students reported various problems while studying in the UK which raised serious concerns and initiated this research project. The research of others, interviews with students and their teachers, questionnaires, classroom observations, reflective journals and group discussions provided a wealth of data which challenged Hofstede’s arguably superficial portrayal of Thai nationals. A picture emerged of complex individuals from a diverse nation never colonised by a Western power. Pedagogical and cultural background influenced the academic and social adaptation of the participants to the challenges and pressures of studying for a one year Masters degree at three UK universities. International students provide a major financial income for UK universities and with this benefit comes responsibility to provide the highest quality education. This study challenges pre-conceptions of stereotypic generalities. It highlights the importance of recognising the individuality of international students and assumptions of national identities. It aims to augment existing research thereby providing a source of valuable pedagogic and cultural information for teachers and their Thai students to their mutual benefit.

This study explored the progression of a cohort of first-year student nurses. A Model of Student Progression was designed based on a review of the student nurse attrition literature, Erikson’s and Chickering’s identity development theories and Tinto’s student integration model. The Model acted as a ...
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This study explored the progression of a cohort of first-year student nurses. A Model of Student Progression was designed based on a review of the student nurse attrition literature, Erikson’s and Chickering’s identity development theories and Tinto’s student integration model. The Model acted as a framework for the pragmatic, mixed- methods study’s design. Data (questionnaire, interview and exam board data) was analysed using descriptive statistics and thematic ‘interpretive description’. Findings indicated that some background and demographic factors had a significant link with end-of-year grades (ethnicity, religion, academic self-perception, and entry qualifications). Interviews highlighted themes affecting progress (student preparation for study, course expectations, support, motivation, integration and career choice). It was found that the Model provided a suitable framework for the study and that student progression is multifaceted and often belies a complex interaction of a range of influential factors.

This study explores the practice of academic servant leadership in a faith-based university in Indonesia. The exploration is intended to understand the origin of academic servant leadership and the characteristics of an academic servant leader. This research has posed two research questions: how do ...
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This study explores the practice of academic servant leadership in a faith-based university in Indonesia. The exploration is intended to understand the origin of academic servant leadership and the characteristics of an academic servant leader. This research has posed two research questions: how do the academic leaders understand the meaning of their servant leadership? and what are the characteristics of an academic servant leader? The second research question is also intended to create a classification of academic servant leader’s characteristics. In this research, case study is chosen as the methodology since it is able to explain the academic servant leadership phenomena from the leaders’ perspective in their context. The case study methodology employs semi-structured interview s as the data collection method. Thirty higher educational leaders were questioned in a semi-structured interview in order to get their views on their academic leadership. These leaders are positioned at three different levels: departmental, decanal and presidential. The triangulation of data gathered from interviewing leaders at three different levels has ensured the trustworthiness of the research. The qualitative data analysis shows that servant leadership stems from the servant’s heart which obtained through a spiritual transformation. This personal experience has been identified as the antecedents of servant leadership. Besides that, this research have found ten characteristics of an academic servant leader categorised into four groups: intrinsic, extrinsic, relational and transformational. These findings are important for the leadership development of the case campus and the enrichment of the concept of higher educational leadership. Key words: Academic leadership, Servant Leadership, Servant heart, Spiritual transformation, Servant leader’s characteristics *Doctoral Researcher under the School of Education of University of Birmingham funded by the Directorate General of Higher Education of Indonesia.

This paper introduces the method of genealogy to analyse the government of disability in Italian higher education contexts. Looking at how power and discourses construct disability within the academic setting, I problematize the truths that, throughout the last century, brought disabled subjects to ...
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This paper introduces the method of genealogy to analyse the government of disability in Italian higher education contexts. Looking at how power and discourses construct disability within the academic setting, I problematize the truths that, throughout the last century, brought disabled subjects to be part of the mainstreamed education. Ethnographic work within a specific university milieu situated my research in the present of disabled students. That provides me with the access to tactics and power relations in specific and local settings, problematising the use of standardised criteria and classificatory systems. In depth-interviews with disabled students allow me to look for those technologies of power that work on the bodies and in the souls of disabled subjects, enabling me to delve into disabled students’ subjectivities. Seeing disability as a complex social function (Foucault, 1978; Peter and Fendler, 2003), the study shows how relations of power within precise historical, political and economic factors fashion the ways we are governed and we govern ourselves.

This paper reports part of a study which used student engagement theory to explore inclusive provision for pupils with SEN in a mainstream school. The findings demonstrate that these pupils had qualitatively different patterns of engagement from peers with no SEN. They reported less positive relati...
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This paper reports part of a study which used student engagement theory to explore inclusive provision for pupils with SEN in a mainstream school. The findings demonstrate that these pupils had qualitatively different patterns of engagement from peers with no SEN. They reported less positive relationships with their class teacher, lower aspirations for the future, and lower self-efficacy. Student engagement theory shed new light on the on the complex interaction of pupils with their learning environment. Comparison between engagement subtypes provided a multidimensional understanding of the engagement of pupils with SEN, with implications for the inclusive teaching of pupils with SEN in mainstream primary schools.

Higher Education is framed as something that should benefit the many opposed to the few. This is emphasised in policy that supports the belief that everyone who has the potential to benefit from Higher Education should be able to (HEFCE and OFFA, 2014a). This notion of ‘potential’ however is adopted...
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Higher Education is framed as something that should benefit the many opposed to the few. This is emphasised in policy that supports the belief that everyone who has the potential to benefit from Higher Education should be able to (HEFCE and OFFA, 2014a). This notion of ‘potential’ however is adopted in varying ways across institutions. This paper draws on a Critical Discourse Analysis (CDA) of two access agreements from two institutions (one pre-1992 and one post-1992) situated within the same city. Whilst there were many differences within these agreements, this paper focuses on the notion of potential and who is targeted for these interventions. Examining this in the context of recent evidence on student attainment trajectories within compulsory education, this paper will explore how errant assumptions relating to how to identify potential may contribute to reproductions of inequality opposed to widening participation within Higher Education.

Business and philanthropy have been increasing their influence in public education in what might be called a turn from government to governance. In the context of governance, not only the role of the State has been changing, but also, concomitantly, the work and values of philanthropy, which is both...
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Business and philanthropy have been increasing their influence in public education in what might be called a turn from government to governance. In the context of governance, not only the role of the State has been changing, but also, concomitantly, the work and values of philanthropy, which is both agent and subject of change. Adopting market values and practices, it has been often referred to as ‘new philanthropy’. This paper explores what is ‘new’ in this ‘new philanthropy’, or how new modes of giving diverge from previous ones, drawing upon examples of philanthropy in Brazilian education. With a combination of literature review and online data collection, this paper examines key aspects of ‘new philanthropy’, namely: philanthrocapitalism, philantho-policymaking, the relation between giving and outcomes, givers’ hands-on-approach, and philanthropy’s global network.

This paper will discuss the pragmatic use of translanguaging as a pedagogical practice within a Nepali literacy class setting. Translanguaging, a term first used in Wales in the 1980’s by Williams and Baker to describe a pedagogical practice for teaching two languages together (Lewis et al., 2012), ...
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This paper will discuss the pragmatic use of translanguaging as a pedagogical practice within a Nepali literacy class setting. Translanguaging, a term first used in Wales in the 1980’s by Williams and Baker to describe a pedagogical practice for teaching two languages together (Lewis et al., 2012), has developed to describe a process in which both languages are used in a dynamic and functionally integrated manner to organise and mediate mental processes in understanding, speaking, literacy, and, not least, learning. Translanguaging concerns... function rather than form, cognitive activity, as well as language production (Lewis et al., 2012: 641). Translanguaging therefore, as a ‘flexible bilingual pedagogy’ (Blackledge and Creese, 2010), has been seen to offer ‘learners the possibility of accessing academic content with the semiotic resources they bring, while acquiring new ones’ (Garcia and Wei, 2014: 66). Translanguaging is identified by the Nepalese teacher in this study as a valuable tool in her pedagogical toolkit. The example of translanguaging discussed in this paper is taken from ethnographic data gathered over one academic year as part of a PhD study of multilingual literacy learning of Nepalese children growing up in the UK. Participants are Nepalese Nepali speaking children and their teacher.

[first paragraph of Introduction to Chapter] The only way that the chemical senses can affect nutrition is by influencing selection among amounts of foods and drinks to ingest. Fundamental to the science of nutrition, therefore, is a correct theoretical understanding of the mechanisms by which tast...
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[first paragraph of Introduction to Chapter] The only way that the chemical senses can affect nutrition is by influencing selection among amounts of foods and drinks to ingest. Fundamental to the science of nutrition, therefore, is a correct theoretical understanding of the mechanisms by which tasted and smelled molecules affect the choice of each mouthful, and hence also the number of mouthfuls consumed of each material available on a particular occasion.