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More than ever before, globalization has linked the socioeconomic development of nations to the performance of their educational systems. One of the consequences of this new focus on improving the quality of teachers is the acknowledgment of the importance of engaging more directly with what is at the center of action, that is, pedagogy (Alexander, 2008). In this perspective, we conduct research aimed at describing, analyzing, and establishing a critical portrait of the scientific bases of the pedagogical choices made by three major international organizations (OECD, UNESCO, and World Bank) with respect to teacher education and development. In terms of methodology, we conducted a fine-grained analysis of the documents produced in the framework of TALIS and semi-structured individuals interviews with five staff members of OECD. The idea of pedagogical pluralism constitutes a rhetorical artefact through which constructivist teaching approaches are favored.

Global governance has granted international organizations a political role of utmost importance. As the search for research-based best practices is the spearhead of these nongovernmental organizations, national decision-makers tend to accept their recommendations willingly. The way decision-makers use research-based evidence has been amply investigated, but few researchers have interrogated how the same international organizations, that claim to establish a bridge between research and policy, use such evidence. This prompted us to analyze the pedagogical discourse of UNESCO, an organization that recently reminded the international community that improving teacher quality is now a major issue for all those who are preoccupied with improving the quality of education (UNESCO, 2014). Teaching and learning: Achieving quality for all. EFA global monitoring report. Paris, France: UNESCO). How does UNESCO deal with the issue of teaching practices? What is the content of its pedagogical discourse? To answer these questions, we analyzed the Organization’s publications on teachers in the past 15 years (N = 45) and conducted interviews with a number of its strategic members (N = 5). The results of our analyses of this dataset indicate a tension between the content of the publications and what the interviewees had to say. While the publications timidly but recurrently promote learner-centered constructivist approaches, the interviewees argued that pedagogical orientations are a matter of national sovereignty; that UNESCO should not cross this line. As an intermediary between research and policy and a think tank, UNESCO seems caught in this contradiction. In matters of pedagogy, shouldn’t the Organization be more forceful in counseling its member States by referring to research-based evidence on teaching effectiveness?

Background: Artificial intelligence (AI) is a booming sector that has profoundly influenced every walk of life, and the education sector is no exception. In education, AI has helped to develop novel teaching and learning solutions that are currently being tested in various contexts. Businesses and governments across the globe have been pouring money into a wide array of implementations, and dozens of EdTech start-ups are being funded to capitalise on this technological force. The penetration of AI in classroom teaching is also a profound matter of discussion. These have garnered massive amounts of student big data and have a significant impact on the life of both students and educators alike.

Purpose: The prime focus of this chapter is to extensively review and analyse the vast literature available on the utilities of AI in health care, learning, and development. The specific objective of thematic exploration of the literature is to explicate the principal facets and recent advances in the development and employment of AI in the latter. This chapter also aims to explore how the EdTech and healthcare–education sectors would witness a paradigm shift with the advent and incorporation of AI.

Design/Methodology/Approach: To provide context and evidence, relevant publications were identified on ScienceDirect, PubMed, and Google Scholar using keywords like AI, education, learning, health care, and development. In addition, the latest articles were also thoroughly reviewed to underscore recent advances in the same field.

Results: The implementation of AI in the learning, development, and healthcare sector is rising steeply, with a projected expansion of about 50% by 2022. These algorithms and user interfaces economically facilitate efficient delivery of the latter.

Conclusions: The EdTech and healthcare sector has great potential for a spectrum of AI-based interventions, providing access to learning opportunities and personalised experiences. These interventions are often economic in the long run compared to conventional modalities. However, several ethical and regulatory concerns should be addressed before the complete adoption of AI in these sectors.

Originality/Value: The value in exploring this topic is to present a view on the potential of employing AI in health care, medical education, and learning and development. It also intends to open a discussion of its potential benefits and a remedy to its shortcomings.

Le 10 juin 1940, alors que les armées allemandes, qui étaient reparties à l'attaque sur un large front, quelques jours auparavant, approchaient rapidement de Paris, la Bibliothèque Nationale fermait ses portes au public. Les collections les plus précieuses des quatre grands départements (Manuscrits, Imprimés, Estampes et Médailles) ainsi que celles des bibliothèques Mazarine, de l'Arsenal, de Versailles, du Conservatoire ou de l'Opéra (toutes ces bibliothèques étant rattachées à la Bibliothèque Nationale) avaient été mises sous caisses dès la fin d'août 1939 et évacuées en province dans deux châteaux réquisitionnés à cet effet: le château d'Ussé en Touraine, d'abord, puis à partir du 22 mai 1940 celui de Castelnau, dans le midi de la France. Ces deux dépôts avaient été organisés par le conservateur honoraire du Cabinet des Estampes, Monsieur P.‐A. Lemoisne, secondé par des gardiens.

The aim is to identify Henri Fayol's motivations as an accomplished business manager to publish his management theory at the age of 75.

The authors retrace Henri Fayol's private life using primary sources from various French public archives including civil registry records, military and diplomatic archives, schooling records, publications from learned associations and inheritance declarations. They then use a psychological theory, namely equity theory, to interpret this new information about Fayol's private life and construct an explanation of his efforts to theorise his management experience.

Henri Fayol's schooling and his father's military career respectively influenced his perception of mathematics teaching in management training and the functioning of the army. His motivation to found a science of management was not financial but instead most probably a response to the obstacles his father encountered during his career.

It is rarely known what motivates a manager to collaborate with specialists in management science. This research into Henri Fayol's motivations can be replicated for other managers.

The paper dentifies one major practical implication for managers who wish to contribute to management theory as Fayol did. Before they begin such an undertaking, it is important for them to reflect upon their motivations. Their motivations as managers, based on financial and business success are insufficient. Deeper motivations are needed, that are anchored in their own personal history to drive the considerable intellectual investment that is necessary for them to be successful contributors.

The results encourage managers to contribute to building and improving management science. They can theorize their experiences in dealing with the management of contemporary issues such as sustainable development and social responsibility. They must do so as Fayol did: using scientific method and strongly motivated by personal beliefs.

The research question is original: “What motivated Fayol to build his management doctrine?”. Scholars rarely ask why individuals decide to build and organize knowledge. This question is relevant for managers today as they too can bring original contributions to management thought. The paper reports previously unpublished details about Fayol's life to answer the research question, and in doing so completes and corrects the works of Sasaki Tsuneo and Henri Verney.