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In 1989, the Brazilian city of Porto Alegre initiated a model of budget participation known internationally as "participatory budgeting." In this process of diagnosis, deliberation and decision-making, city residents directly decide how to allocate part of a public budget, typically at the level of municipal government. During the past two decades, hundreds of cities in Latin America, Europe, Asia, and Africa have adapted this model of participatory democracy to their own contexts. In this article, we explore one of the first Canadian experiments of participatory budgeting. In Guelph, Ontario, a civil society organization called the Neighbourhood Support Coalition uses participatory budgeting to allocate of public and private funds. We discuss the Canadian context for this experiment, as well as the history and evolution of participatory budgeting in Guelph. Based on four years of interviews, ethnographic observation, and primary and secondary literature, we identify several lessons learned through the Guelph process, as well as the conditions that have enabled its development and posed challenges for its success.

This paper aims to engage with the cinematic history of Australian education by examining the historical representation of secondary schools in two Australian feature films of the 1970s: Picnic at Hanging Rock (Weir, 1975) and The Getting of Wisdom (Beresford, 1977). By what narrative strategies, metaphors and understandings were Australian high schools encoded into images and how might these interpretations differ from written accounts of the secondary schools? The discussion focuses on the social and material worlds of the schools. It reflects on the types of education depicted and the characterisations of teachers and students, including consideration of gender, class, and sexualities. The paper asks: what was the historical understanding of secondary schools that made them so attractive for cinematic explorations of Australian national identity in the 1970s?

The aim of the chapter is to investigate the changing structural position of post-secondary schools in Poland, seen from the perspective of the expansion of higher education from one side and the current reform of vocational education from the other. Do post-secondary schools enhance opportunities for those who might not otherwise consider further education, especially when we consider lower cost, open admissions and greater accessibility in comparison with higher education institutions? Or do they play a role of a ‘discounted’ and ‘undervalued’ education for those who could not manage to enter three-year-bachelor cycles in tertiary education and thus were forced to lower their initial educational aspirations? The opening up of higher education to new student populations was done by the rapid expansion of the private (paid for) sector and the fee-paying courses in the public sector. Liberal educational policy not only opened an opportunity for the privatization in higher education, but also expanded the market-driven provision at the post-secondary level. The discussion on the relevance of post-secondary vocational qualifications must be seen within the context of the continual inflation of diplomas/degrees and the unemployment of graduates after finishing higher education. Since 2010, there has been a reverse process initiated at the governmental level in Poland: reform schemes to increase the participation of young people in vocational education and training. However, the structural position and functions of post-secondary schools, as well as their role in the employability of young people, are not subject to any open discussion at the political level. This sort of status quo concerning post-secondary institutions means that their institutional identity issues are resolved and their structural position defined predominantly by market forces.

This study aims to stimulate scholarly attention and practical application pertaining to individuals recognized as “Docs.” Through conducting a comprehensive analysis and acquiring a profound understanding of its many connotations, the objective is to shift attitudes and approaches concerning those who are seen to possess knowledge and value within society.

For this study, culturally relevant pedagogies were used as theoretical frameworks in addition to Sankofa and concept explication being used as methodologies.

The authors identified three themes: (1) honorary cultural practice-community nomination of “professahs” and “docs,” (2) (Black) robinhoods – cultural signifiers of distinction and relatability and (3) docs as catalysts – elevating community via consciousness, trust and mentorship as significant understandings of this distinction.

The study emphasizes the importance of “Docs” in both academic and social contexts. The role of “Docs” serves to alleviate potential conflicts of being a Black intellectual. This study further reveals the ways in which Docs align with, promote or possibly undermine established frameworks of thought. Finally, this study provides institutions with opportunities to consider strategies for the utilization, recognition and integration of individuals who are frequently overlooked or undervalued.

The purpose of this research is to identify and test selected economic and organisational factors influencing the sustainability of participatory budgeting (PB) in Slovakia.

The data were collected from websites and publicly available documents from all local governments with urban municipality status in Slovakia, for a total of 155 municipalities, 59 of which have established a participatory budget. The main method applied was correlation analysis.

The findings indicate: (1) a weak inverse correlation between debt level and the continuous existence of PB in municipalities; (2) a moderate direct correlation between the duration of PB in a municipality and integration of PB in its programme budgeting; (3) a moderate direct correlation between the duration of PB in a municipality and the political experience of the mayor.

The findings are derived from a quantitative analysis of cases localised in a single country, and therefore interpretation requires an awareness of the context of local democracy in Slovakia. In this regard, any generalisation beyond the context under study needs to be considered with caution.

This research fills a gap in the role of PB in the context of sustainability, especially in the context of a post-communist country like Slovakia. It applies a quantitative approach to the analysis of PB, which is relatively rare in this field of study (qualitative case studies are predominant in PB research).

This study aims to investigate the growing use of financial metrics (such as return on investment [ROI]) to measure performance and evaluate human capital (HC) investments.

The research employed an embedded case study approach, examining how one ROI approach was applied to evaluating HC investments, across three sectors (corporate, public health and international development).

Three major findings emerged in this study: First, interpretations of ROI can lead to ambiguity during implementation. ROI is interpreted trichotomously – metaphorically, as a desire for value; literally, as a metric; and procedurally, as a method for planning and evaluating HC investments. Second, understanding, measuring and tracking the domains of people performance (cognitive, affective and psychomotor) is vital to evaluating the impact of HC investments because this is where the change in behavior occurs. Third, although the logic model measures the change in process following an intervention (input-activity-output-outcome-impact), other approaches measure the change in behavior of people in the intervention (people performance).

These findings provide clarity for practitioners about challenges when applying ROI.

This is the first study to explore how the ROI financial metric is applied in a new domain by first examining its interpretation. It elucidates the use of ROI in practice, as well as the different purposes of key ROI approaches.