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Purpose – The major question posed in this paper is whether public finance management (PFM) reforms undertaken by development partners (DPs) and the Ministry of Health (MOH) in Ghana were to find solutions to the many PFM challenges or it was merely a façade to pursue latent political interest?

Methodology – Study information was gathered via a desk review of major PFM policy documents, procedures, manuals, guidelines, and findings of commissioned studies covering the period under review. Information generated from the desk review was triangulated via extensive interviews with a sample of policy makers from MOH and DPs.

Findings – The findings suggest that MOH and DPs pursued reforms mostly to address the PFM challenges in the sector. Additionally, the study finds questionable the attitude and posture of the two actors and calls for further investigations to unearth what the said attitude and posture may imply in terms of intentions.

Originality/value – The findings raises fundamental question regarding public sector – DPs collaborations in executing reforms. This could open up new frontiers for further research to better understand DPs/public sector collaboration in the implementation of reforms.

Limitations – The sample used for this study may constrain generalization to other jurisdiction. This limitation does not in any case invalidate the conclusions arrived at.

Like many other nations, the Government of Bangladesh (GoB) is having colossal difficulties managing the continuity of its development efforts in the milieu of COVID-19 pandemic. Widespread resource gap is evident for development budget due to significant diminution of revenue from readymade garments (RMG) and remittances, volatility in capital market, constant increase in trade deficit and reduction of foreign currency reserve, increase in debt and lack of investor confidence. A new horizon of relationship with development partners (DPs) will matter more than ever before. Regrettably, recent experience with collaborative mechanisms such as Local Consultative Group (LCG) and LCG Sector Working Group (LCG-WG) does not support high-impact relationships in terms of result-oriented development effectiveness. Arguably, the international shift of the development community from aid to development effectiveness agenda in 2011 also contributed to country-level motivation of Government and DPs for closer collaboration. In this backdrop, the COVID-19 crisis makes a strong call to both Government and DPs to change their business for improved development results. This chapter, therefore, examines the issues that impede development effectiveness and governance related to the Government as well as DPs. The study observe that the DPs and GoB don’t represent a horizontal relationship to implement the development effectiveness agenda in Bangladesh mainly because of dominant attitude, lack of alignment and harmonization and accountability of DPs and weak policy, institution and leadership of GoB. However, COVID-19 economic crisis makes a renewed call to both DPs and GoB implement the development effectiveness agenda, addressing existing issues and improve the management of development finance to increase economic growth and improve life of the people.

By all accounts, Cambodia has been a postconflict country for much of the last 15 years, stretching as far back at 1991, when the Paris Peace Accords proclaimed a truce between the Vietnamese-backed government and the Khmer Rouge. Subsequent attempts to put in place the desired political and governmental structures remained furtive in the midst of ongoing politicomilitary violence, which only subsided definitively in 1997. Many important institutions of governance and public sector management, destroyed by the ultra-radical Khmer Rouge regime, were only just starting to be rebuilt as recently as 2002.

This chapter presents an integrated model of principal preparation featuring full-time internships and enquiry-based coursework. The development of the full-time internship component is the result of an award of a US DoE School Leadership Program grant in 2008 to expand and enhance the Ritchie Program for School Leaders, a collaborative principal preparation program between University of Denver and Denver Public Schools. The integration of Shulman’s (2005) model of practical, cognitive, and moral apprenticeships for professional education provided the foundation of the design and implementation of full-time internships through this collaborative partnership for principal preparation. Collaboration among interns, host principals, district leadership, and university faculty provides the focus, means, and structures of learning. This chapter describes the evolution of the Ritchie Program for School Leaders through features and initial impact of full-time internships and offers lessons learned about mentoring aspiring leaders.

Cyber threats present constantly evolving and unique challenges to national security professionals at all levels of government. Public and private sector entities also face a constant stream of cyberattacks through varied methods by actors with myriad motivations. These threats are not expected to diminish in the near future. As a result, homeland security and national security professionals at all levels of government must understand the unique motivations and capabilities of malicious cyber actors in order to better protect against and respond to cyberattacks. This chapter outlines the most common cyberattacks; explains the motivations behind these attacks; and describes the federal, state, and local efforts to address these threats.

The Austrian education system can be classified as an egalitarian system. This is due to the fact that although it is a centrally governed system, the implementation of reforms is the responsibility of the schools. Regarding this implementation, in turn, there is a low level of accountability for the schools to the education administration. Consequently, this has implications for the way how and from whom evidence is handled within the system. Despite the increased emphasis on evidence-informed decision-making, current trends are leading away from nationally coordinated approaches (abolition of the regular and external assessment of national educational standards) and towards locally based initiatives (informal competences assessments). In this context, extended autonomy for schools plays a crucial role as schools received more responsibilities for decision-making. After a detailed description of the Austrian education system, the following article shows how evidence-informed practice is supported within the system by means of selected instruments and projects. Furthermore, relevant groups of actors are identified and analysed in terms of their competences and thus responsibilities for evidence-informed practice. From the analysis, facilitating and hindering factors for evidence-informed teaching and leading are identified.

Purpose – With an acknowledgement to Benedict Anderson's seminal writings on “imagined communities,” this paper examines several meanings and uses of the concept of imagination: theoretical, methodological, and substantive.

Methodology/approach – Application of these meanings are illustrated from eight qualitative researches, combining direct observations, interviews, participant observation, and document analysis.

Findings – Data are drawn from diverse settings, such as undocumented migrant communities, terrorism, Native American communities, collaborative divorce, nationalism, mass killers, players of video games, and genocide, to illustrate the potential uses and meanings of imagination.

Originality – These diverse researches illustrate the potential empirical and research contributions of these ideas.