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This chapter maps out and provides a rapid assessment of, the successes and shortcomings of key national interventions on youth employment in South Africa. It focuses on programmes intended for young people aged 15–34 years of age, considering the specific needs of 15–24 year olds as compared 25–34 year olds and the particular needs of young women, youth with different educational qualifications, youth from the rural areas, youth with disabilities as well as youth from varied socio-economic backgrounds and social issues. The conceptual framework underpinning this chapter informs the way in which the data has been categorised and analysed. The framework is underpinned by a core assumption, that, while unemployment is a national challenge in South Africa, there are particular challenges that specifically affect youth. This requires a youth employment strategy that addresses the needs of different cohorts of young people and specifically addresses the myriad of ways in which young people transition into the labour market. The chapter further proposes that we need to understand that enabling successful Labour Market Transitions necessitate a strategy that can overcome ‘failures’ with respect to both supply and demand as well as ‘failures’ of alignment between supply and demand.

Purpose — The chapter discusses the challenges of developing a three year bachelor's programme in information management. The argument focuses on creating a programme that (1) facilitates cooperation with the business community, (2) represents a coherent whole that fosters student identity and (3) provides an explanatory framework for information management.

Design/methodology/approach — A model for curriculum development is presented which takes its starting point in the business community's perception of the graduates’ future practice. Interdisciplinary theory, and its continuum of integration from multidisciplinarity to interdisciplinarity to transdisciplinary is applied as the backbone of the programme structure, and its role in creating progression is discussed, together with the importance of problem-oriented work, and the interplay between problem-based and discipline-based elements of the programme. The information management programme distinguishes between ‘information management’ as an umbrella term for the whole programme and ‘information management’ in a more narrow and discipline-specific perspective rooted in information science.

Findings — It is shown how the programme elements (projects, internship, semester themes and courses) are combined so that each single element contributes to gradually build up a holistic view of information processes and practices in organisations. The underlying structure of the programme contributes to a coherent, theoretically based explanatory framework for information management.

Practical implications — The chapter describes benefits and challenges of interdisciplinary curriculum development and may be provide inspiration for curriculum developers.

Originality/value — Interdisciplinary theory may be useful to respond to the challenges of engaging several disciplines in the information management field. It is suggested that multidisciplinarity may be supplemented or replaced by more interdisciplinary approaches in the future.

This chapter describes experiences of inclusion from the perspective of young adults with Down syndrome, participating in an intensive education to work (EtW) training programme. The programme, designed by a non-governmental organisation (NGO), was conducted within a private university in Australia working in partnership with the NGO.

Drawing from a broader formative evaluation of the programme, the case study investigated how inclusion was described and understood by the student participants and individuals involved in facilitating or supporting the programme. Data collection involved conducting a focus group interview with student participants and face-to-face interviews with their teachers, a student volunteer and two university lecturers who interacted with students in the programme. The findings have been used to improve the processes of the programme currently undergoing its third iteration.

Findings suggest the need to consider at least two levels of provision in the development of equitable education for individuals participating in this programme. These include considering their voices at the level of programme design, and secondly, deliberately facilitating disability confidence programs for university students and staff.

The study notes that embedding education to employment training programs for individuals with intellectual disabilities within university settings provide them with opportunities to experience and access higher education; however, more investigations are needed to ascertain what equitable higher education in practice means for them.

Objective – Nepal's Safe Delivery Incentive Programme (SDIP) was introduced nationwide in 2005 with the aim of encouraging greater use of professional care at childbirth. It provided cash to women giving birth in a public health facility and an incentive to the health provider for each delivery attended, either at home or in the facility. We aimed to assess the impact of the programme on neonatal mortality and health care seeking behaviour at childbirth in one district of Nepal.

Methods – Impacts were identified using an interrupted time series approach, applied to household data. We estimated a model linking the level of each outcome at a point in time to the start of the programme, demographic controls, a vector of time variables and community-level fixed effects.

Findings – The recipients of the cash transfer in the programme's first two years were disproportionately wealthier households, reflecting existing inequality in the use of government maternity services. In places with women's groups – where information about the policy was widely disseminated – the SDIP substantially increased skilled birth attendance, but failed to impact on either neonatal mortality or the caesarean section rate. In places with no women's groups, the SDIP had no impact on utilisation outcomes or neonatal mortality.

Implications for policy – The lack of any impact on neonatal mortality suggests that greater increases in utilisation or better quality of care are needed to improve health outcomes. The SDIP changed health care seeking behaviour only in those areas with women's groups highlighting the importance of effective communication of the policy to the wider public.

The present study investigates the contribution to farm women's empowerment of the ‘young farmers’ programme that has been run by the Greek state since the early 1990s. The ‘young farmers’ programme aims to attract young people (men as well as women) into agriculture in order to renew the aged farming population, providing economic incentives to young people (up to 40 years old) entering farming or to newly established young farmers. The programme is based on Chap. II, article 8, Reg. 1257/99 (and the previous structural regulations) and operates through the Community Support Frameworks implemented by the Ministry of Rural Development and Food. The Ministry also provides a number of supplementary national incentives to young people wishing to become established in agriculture (Law 2520/97).

Autonomous Vehicles (AVs) promise great benefits, including improving safety, reducing congestion, and providing mobility for elderly and the disabled; however, there are discussions on how they should be programmed to respond in an ethical dilemma where a choice has to be made between two or more courses of action resulting in loss of life. To explore this question, the authors examine the current academic literature where the application of the existing philosophical theories to ethics settings in AVs has been discussed, specifically the utilitarianism and the deontological ethics. These two theories are widely regarded as rivals, and are useful in demonstrating the complex ethical issues that must be addressed when programming AVs. We also look at the legal framework, specifically normative principles in criminal law used to regulate difficult choices in an emergency, which some have suggested as a plausible defence for manufacturers who seek to program AVs using a utilitarian framework. These include the doctrine of necessity, the sudden emergency doctrine, and the duty of care. The authors critique each theory, highlighting their benefits and limitations. The authors then make a case for programming AVs using a randomized decision system (RDS) and propose that it could be a viable solution in dealing with certain moral dilemmas. Finally using our assessment, the authors suggest certain objectives for manufacturers and regulators in designing and programming AVs that are technically viable, and would make them morally acceptable and fair.

In this chapter we begin by discussing the concept of inclusion, with a particular focus on inclusion in literacy learning in the early years (birth to five) in Australia. We then consider the research evidence for the potential impact of home literacy practices in the early years on later school and life outcomes, and examine some early childhood family literacy initiatives that aim to help develop young children’s literacy learning. We describe how Better Beginnings, a universal family literacy programme, supports parents/carers and children to build their skills, knowledge and understandings of early literacy. We show how Better Beginnings has operated, adapted and expanded in response to longitudinal systematic evaluations and explain how new programmes have been created to address the specific needs of particular groups of families, with the long-term intent of maximising inclusion for all families of young children in Western Australia. We identify aspects of inclusion, through which diversity is constructed as the norm rather than the exception. We conclude by suggesting that establishing connections between family literacy practices and school literacy programmes which embrace inclusivity is one of the first steps towards ensuring that all children are able to reach their potential and become active participants in a literate society.