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The most recent research on the prevalence of young caring in secondary school–age children (Joseph et al., 2019) suggests that one in five 11–16 year olds have a caring role. There are inherent challenges with identifying children and young people (CYP) who have caring responsibilities; they find themselves in the role because of love for a family member, as well as the lack of provision to meet the needs of the person they are caring for (Keith & Morris, 1995), not because they have consciously chosen to become a carer, and so do not identify with the concept (Smyth, Blaxland, & Cass, 2011). School can be both precarious and a place of sanctuary for young carers (Becker & Becker, 2008). Experiences of education, as with many aspects of caring, exist on a continuum with no young carers’ educational experience being the same (Dearden & Becker, 2003). Schools have a pivotal role in identifying, understanding and supporting young carers to prevent their education from being adversely affected.

The purpose of this paper is to highlight the particularities of the time consumption of transactions performed in an insurance firm and the prospective impact on costing.

This paper uses the results of an archival study conducted on data collected in an insurance firm.

The results suggest that the reasons underlying the heterogeneity of transactions’ time consumption are multiple and rule out a systematic and unique explanation. They lend support to the importance of the “human effect” in explaining the time consumption of service transactions and support the need for more research into the evolution of marketing thought that subordinates the concept of transaction to the concept of relationship. In addition, our results not only suggest that the drivers of time consumption and their importance are contingent on the type of service activity performed within the same firm, but also that inside a generic service activity, deviations in time consumption remain due to the provision of specific services.

Services have their own characteristics which make it difficult to trace their resource consumption. Yet limited research has focused on examining the impact of services’ characteristics on predicting costs. Our findings contribute to our understanding of such impact and cast doubt on the possibility of obtaining accurate costs for very detailed transactions for an acceptable cost-benefit trade-off.

The chapter explores the value of dialogue and the dialogic for developing student and staff agency, “voice” and ethics in the context of a first-year undergraduate module of the BA Hons Education Studies, an undergraduate course at The Sir John Cass School of Art, Architecture and Design and a Postgraduate Certificate of Learning and Teaching in Higher Education module, at London Metropolitan University, United Kingdom. The authors take a case study approach, making use of Freire’s ideas of critical pedagogy, to reflect on their personal learning and teaching experience as well as the feedback received from students and staff. The aim of the chapter is to explore how to empower (non-traditional) students and staff – and bridge the gap between students’ and teachers’ understanding of what this might entail. Rather than trying to bring students “up to speed” to prepare them for successful study and a professional career, or better “train” staff to deliver policy and strategy, we argue that we need to welcome them for the people they are as we help them to navigate a Higher Education system in need of humanizing.

Education transmits knowledge and abilities that are essential for any society’s socioeconomic progress. It improves the quality of life by providing both individuals and civilizations with several advantages. In this regard, women’s education is critical as they spend longer time with children than men. Despite the fact that education plays an immense role in overall wellbeing of society, in India, there are fewer educational opportunities available to young women than to young men. The gender bias that persists in Indian education and professional training is evident even in the richest countries in the world. In this regard, this study focuses on this intergenerational transmission of knowledge from the mother to her progenies in Karimganj District of Assam using the data from the household level primary survey. This study examines mothers’ educational profiles and ascertains the extent to which their education influence their children’s educational attainments. The results show that woman’s education has a direct role in enhancing the overall welfare of children and, thus, indirectly improves the economic status of the family. The results provide definite causal connections between a mother’s education and children’s educational attainment.

The objective of this chapter is to advocate a relevant and balanced curriculum of European Studies as a discipline that African and European teachers and learners can embrace. This will be achieved through critical documentary analysis of existing curricula on the subject as well as critique of relevant literature. Europe and Africa are the two most contiguous continents that share centuries of relations. Despite the existence of many forms of diplomatic relations, knowledge flows and exchange between the continents have been very minimal at best and apparently unidirectional. The troubled history of relations between the two continents continue to affect way knowledge production and curricular are defined. The gap in knowledge fosters mutual suspicion, distrust, and lack of cooperation. European Studies as a distinct academic discipline has recently made its way in the teaching and learning curricula of universities and research centers around the world. Some institutions in Africa are also introducing European Studies. A key aspect of European Studies vis-á-vis Africa is the content and quality of curriculum. The turn in discourses on decolonization and race relations in the world of the early twenty-first century makes this period a unique opportunity for the review of European Studies curricula in Europe and Africa. The authors find that deepening Euro-African relations will require a new curriculum that would reflect changes that have taken place over the years in Africa.

The Pacific Island countries are culturally diverse, politically challenging, extremely vulnerable to climate change and natural disaster impacts, and financially heavily dependent on aid flows. This chapter examines barriers and opportunities for Green growth (GG) to flourish in a country with a practically non-existent real economy and which is currently under the threat of disappearance under water. It draws on a visiting experience and lessons from the literature and tries to investigate the role of innovation and entrepreneurship as poles of re-birth and local creativity. More particularly, I here discuss why a least developed country such as Kiribati might be the perfect location for dynamics of GG to get born and how, Kiribati, a country under threat and fear, can be transformed into a lighthouse of entrepreneurship which can give boost to the implementation of one of the most advanced energy technologies in the world. I also discuss how, ultimately, a “least developed economy” can secure scientific lessons, which are highly significant for the international knowledge society.