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The status of the practicum (learning by doing) in educational administration preparation programmes is discussed. The literature base for discussion of the issues involved is inadequate; research has been limited both in the ways the topic has been studied and what has been found. Possible new directions which research might profitably take are presented.

Discusses the tasks facing educational management in India resulting from demographic change, social demand for education and economic need for trained manpower. Attempts to develop a social paradigm for the year 2000 and beyond that reflects concerns about the strength of India′s democracy and secularization, as well as more immediate practical challenges.

This paper highlights the potential value of “return on investment” analysis for leadership development investment methods to better providing research informed decision regarding improving organisational outcomes.

Working with published research on leadership dimensions with greatest impact on student outcomes, return on leadership development formula, and empirical research on Australian university‐based educational leadership programmes, this paper demonstrates an illustrative example of estimating the return on leadership investment.

Using an illustrative example of Australian university‐based educational leadership programmes, this paper argues that methodologies for estimating the return on leadership development offers a powerful tool for making research informed decisions at the individual, organisational and systemic levels.

This paper provides the basis for substantial further work on the measures of impact of leadership preparation and development such as matters of duration of effect, instrumentations of quality, costing and causal models of effect.

The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development.

The methodology demonstrated in this paper provides a basis for individuals, organisations and school systems to make decisions regarding the resourcing, or not, of school leadership preparation and development.

The application of return on investment analysis has been rare in educational leadership preparation and development programmes and its value opens up information for rigorous debate on the resourcing, or not, of programmes by systems, government and individuals.

Non‐formal Education (NFE) is widely seen to foster development and to provide an alternative to formal education in developing countries. The article surveys the emergence of NFE in developing countries; discusses definitions, classifications and terminology, case studies and inventories of NFE. The objectives of many NFE programmes are seen to be restrictive and ill‐considered and provision is not adapted to the real needs of target groups. General trends in NFE are outlined by region; its costs, funding and resources are analysed. Finally the contribution of NFE to development is discussed and the desirability of better integration of NFE with formal systems.

An analysis of the equity promotion and diversity preservation efforts made in India since independence and a critical appraisal of their impact is presented. It identifies the challenges confronting educational administrators who have to implement the programmes devised to keep the equity‐diversity balance that policy requires.

Several cross‐sectional studies reported that breakfast skipping and a poor consumption of fruits and vegetables are associated with overweight and obesity‐related morbidities. In this respect healthy eating habits such as regular breakfast and a sufficient intake of fruit and vegetables are two important items to prevent childhood and adolescent obesity. The purpose of this study is to determine the breakfast frequency and the fruit and vegetable consumption in Belgian adolescents.

A cross‐sectional study using pupils contacted by nurses in schools during an information session about female hygiene. On that occasion all pupils (boys and girls) completed a questionnaire concerning their eating habits. Subjects were boys (n = 1390) and girls (n = 3610) between 12 and 15 years of age from the main three educational programmes (general, technical and occupational programme).

Socio‐economic status significantly influenced breakfast frequency with differences between the highest educational programme (general) and the lower technical‐ and occupational programmes. The use of daily breakfast was respectively 67 versus 49 and 48 per cent for the boys and 60 versus 42 and 39 per cent for the girls). For both sexes breakfast frequency decreased when comparing age groups from 12 with 15 years of age respectively from 67 to 55 per cent for the boys and from 61 to 47 per cent for the girls. Half of the subjects who declared to have overweight (self‐image) did not take breakfast at a regular base. Twenty six per cent of the boys of the French speaking part and 19 per cent of the boys of the Flemish speaking part of Belgium declared to take only one or less than one portion of fruit and/or vegetables a day. For the girls the reported intake of one or less than one portion of fruit and/or vegetables was respectively 20 and 16 per cent. Only 13 per cent of the French speaking boys and 10 per cent of the Flemish speaking boys reported an intake of four or more fruits and/or vegetables a day. The percentage of girls reaching an intake of four or more a day was 15 per cent for the two language regions. Fruit and/or vegetable intake was influenced significantly by the educational programme and by the educational level of the mother. In conclusion, healthy eating habits among girls and boys in Belgium (as estimated by breakfast frequency and fruit and/or vegetable intake) are rather poor. These habits are influenced by age, educational programme, self‐image and educational level of the mother.

In the light of these findings action should be taken to improve the eating habits among Belgian children to prevent childhood obesity.

This study aims to investigate how university students experience a skill transformation process aligned with the sustainable development goals (SDGs). This transformation occurs through their participation in a service-learning programme alongside an international volunteering project. The theoretical framework for understanding this skill transformation process is based on the “rite of passage”.

Qualitative methodology is adopted by conducting 23 online surveys with volunteers (virtual and onsite) and five with coordinators across the rite of passage phases. Volunteering was carried out in five Mayan indigenous communities in Mexico as part of an international cooperation project with the goals of supporting community-based tourism development and strengthening volunteers’ skills in accordance with the SDGs.

Results show that international volunteering programmes for university students significantly enhance their interpersonal and professional skills, demonstrating strong potential for implementing the SDGs. These programmes provide learning and education opportunities for both volunteers and local communities. Volunteers gain a broader perspective on gender equality and cultural barriers. Additionally, volunteering supports sustainable tourism, economic worth and collaboration among institutions. Both volunteers’ personal characteristics (educational level and sociocultural context), as well as their sociocultural context, influenced the perception of the skill transformation process and learning about the SDGs. Finally, a new educational university programme in volunteering aligned with SDGs is proposed.

This research examines the practical ramifications of incorporating volunteer programmes into university courses. Universities must include these initiatives in their educational systems as a means of enhancing student learning.

A new educational university programme in volunteering aligned with SDGs is proposed. This study suggests a shift in university mindset, as well as increased funding for training and adherence to the SDGs.

This study pioneers the rite of passage framework in an international volunteer tourism project facilitated by universities, emphasizing volunteering as a valuable tool for SDG implementation, considering the interrelationships between objectives.

In ICT of October 1977, Duncan Smith's article, “An Advanced Professional Qualification for Trainers” identifies a central problem: namely in what way should we develop, educate and train those executives who themselves are to hold the key role of directing the training activity within employing organisations. His analysis of the problem, and his proposals to solve it, raise some fascinating trains of thought for the management educator who works in the sector of the polytechnics and regional management centres. Where Duncan Smith focuses upon the role and the skills, knowledge and personal qualities necessary to fulfil it, I shall attempt to relate those ideas to the general framework of management education which has developed and is developing in Britain. Taking the point that that framework may well currently be deficient in coping with the demand that Duncan Smith has identified, I shall advance the idea that we can learn from contemporary developments in the USA. Such developments relate to exploiting the potential of the Doctoral programme to accommodate needs of this kind. In Britain we have available the skeleton framework for such action, by virtue of the range available within the Council for National Academic Awards. Within that framework exists the opportunity to pioneer new developments through the medium of the PhD, and a starting point for such pioneering could be established by working from the analysis of the British scene provided by Duncan Smith and drawing upon relevant comparative studies, such as the USA case which I present later.

The purpose of this paper is to report research findings on the perspectives of overseas trained psychiatrists (OTPs) on the “The Overseas Trained Specialist Up-Skilling Programme” (OTSUP), initiated in Queensland, Australia to assist OTP's to prepare for the Royal Australian and New Zealand College of Psychiatrist (RANZCP) Fellowship examination. Ascertaining and utilisation of OTP's views about the programme will enable improvements to be made to the programme and better implementation.

An exploratory qualitative design was utilised for the study in order to provide insights on the quality and effectiveness of the OTSUP.

Centred around two main themes. The first theme included participant's knowledge about the up-skilling programme with its subthemes of “finding out about the programme”; “perceived aims of the programme”; and “educational events supporting the programme”. The second theme revolved around participants’ perceived benefits of the up-skilling programme with its four subthemes such as, first, individualised support, second, the opportunity to improve practical and communication skills through OTSUP educational events, third, access to peer support and fourth, provision of specific information on the RANZCP examination process.

Limitations as this was a qualitative study, the findings can only be applicable to a similar context. Nevertheless, the findings do provide support for an educational initiative that assisted the OTS to better prepare for the RANZCP examination. To gain further insight into challenges faced by OTS with successfully passing the examination in less frequent attempts, programmes such as the OTSUP need to be improved and sustained.

The findings provide valuable insight into how OTPs view the up-skilling programme. Moreover, the findings pave the way forward in how the programme can be improved in the future to assist OTPs prepare for the RANZCP examination.