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The percentage of North Americans who have one or more physical disabilities continues to rise. Specifically, the percentage of people with ambulatory disabilities, cognitive disabilities, and other health impairments is increasing every year. This phenomenon calls for pragmatic measures to help provide better transition and related services to students with physical disabilities and other health impairments. It is anticipated that well-planned collaborative transition services provided to students with physical disabilities and other health impairments will result in improved quality of life and independent living in the community. In this chapter, we discuss transition and transition-related services, supporting legislation for persons with disabilities, transition from rehabilitation centers and hospitals to job settings and community-based programs.

This chapter discusses the current state of inclusive education in Azerbaijan and builds connections to the realization of Sustainable Development Goal 4 (SDG4). It focuses on Azerbaijan's progress toward SDG4 targets, such as early childhood development, general education, and pedagogical higher education. In this article, the history of inclusive education in Azerbaijan is described, relevant education policies are reviewed, definitions of inclusiveness and inclusive education are provided, compared with international standards, and the main challenges are pointed out. Moreover, the chapter discusses the challenges of the reform process and inclusive education during pandemics and war crises.

Family planning is a vital component of reproductive health that enables individuals to make informed decisions about their fertility and plan for the timing and spacing of their pregnancies. However, marginalized communities, often face significant barriers to accessing family planning information and services, resulting in higher rates of unintended pregnancies and poor reproductive health outcomes. This chapter summarizes the current state of knowledge about knowledge related to family planning among marginalized communities, including the factors that shape knowledge, the implications for reproductive health outcomes, and the strategies for improving knowledge and access to family planning information and services. The review highlights the need for continued research, advocacy, and policy development to ensure equitable access to family planning information and services for all individuals, regardless of their demographic characteristics.

Nishinomiya City in Japan is one of the most successful cities in implementing eco-community and has served as a particularly influential model, especially through programs on Education for Sustainable Development (ESD) which the Japanese Ministry of the Environment recognized as the nationwide environmental education program. Nishinomiya City has been implementing a project, “Environmental Learning City,” where community-based environmental management has been conducted through environmental education programs. And it established an NPO, “the Learning and Ecological Activities Foundation for Children (LEAF),” to facilitate the programs and build partnerships among citizens, businesses, and the local government. As a result, Nishinomiya's eco-community activities have been sustained, and not only environmental improvement but also social cohesion and mutual learning have been achieved.

This practitioner's chapter explains how the establishment of a community college system in Papua New Guinea finds its champion in the country's Prime Minister, Sir Michael Somare. This chapter also presents a veritable “how to” perspective on beginning a community college system by combining the vision from a government official with the contributions of a practitioner in the field such as Father Alphonse, who established the organic community college system in India. The author presents an argument in his chapter about how the union of theory and practice will combat unemployment, serve as an alternative entrance point for higher education, and will promote a responsible citizenry. The community college system in Papua New Guinea will, like in other examples in this section, endeavor to educate traditionally underserved populations, such as school leavers, rural youth, and women who are destitute.

The Ashley Down nutrition project, code‐named FEAST, food education applied to social trends, began in 1980. Gwen Burman, SRD, the FEAST project director, describes how the programme was set up, some of the problems which have occurred and how they have been overcome. Now, five years later, she is also able to assess the effectiveness of this community based nutrition education project.

Undertakes a historico‐theoretical study to outline the constitutional and developmental predicament of the Native Indian people in Canada against the hegemonic models instituted by the Federal Department of Indian Affairs and Northern Development. Analyses a factual survey done by Statistics Canada to highlight the various kinds of socio‐economic problems being faced by Native Indians and to point out the prospects before them. Recommends an ecological alternative in the light of the new land rights being signed between the Federal Government and the Native Indians in Canada. Introduces a concept of social wellbeing and formalizes this as a criterion for evaluating the economic, social and political factors in an interactive and consensual way to generate better futures with conflict resolution.

Following the Olympic Games of 2008 and the World Expo in 2010, many Westerners have increasingly begun to pay attention to China; a country which combines ancient history with modern economic achievements. As a consequence there has been renewed interest in the West in learning about Chinese language and culture. Confucius education schools have even begun to spring up round the world, with the intention of promoting interest in Chinese language and cultural influences. The purpose of this paper is to focus on a community‐based Chinese culture education institution, in a provincial city in New Zealand, to understand the issues and risks of operating a cross‐cultural education institution business in a foreign country which is physically distant from China and to identify barriers which need to be overcome in order to run such an institution more effectively.

This research used a single site case study research design. Qualitative in‐depth interviews were used to develop an understanding of the rich, complex and idiosyncratic nature of human phenomena. In total, ten interviews were conducted with the Principal, Board members, teachers, local students of Institute A, students' parents (both Chinese and New Zealand), and institutional “outsiders”.

It was found that Institute's management team preferred the traditional Chinese educational methods which conflicted with ways used in the local (New Zealand) teaching system. It also found that the current management style conflicts with the professional style of organization management. The management team had a chaotic management and operational style, while lacking basic knowledge of the principles of effective administration concepts.

Identifying the risks and issues associated with the operation of a community‐based cultural education institution outside China will assist managers to understand the potential for cross‐cultural clashes between their belief in the principles of traditional Chinese education systems and the fit with the local culture. The finding of this study, in identifying the specific issues in relation to operational and professional modes of management, should assist managers to put into place an administrative system which is sufficiently flexible to accommodate both perspectives.

Although formerly a bi‐cultural nation, New Zealand has increasingly become a multicultural society. Interest in Chinese language and culture has also been fuelled by New Zealand's shift in immigration policy from 1974 (to a skills based rather than an ethnicity policy). This study is a first attempt to evaluate the efficacy of a Chinese community‐based educational institution in New Zealand.