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The aim of this paper is to present the findings of a comprehensive study of enterprise and entrepreneurship education provision in England's 131 Higher Education Institutions (HEIs). The paper is based upon the National Council for Graduate Entrepreneurship (NCGE) mapping study of formal and informal activity conducted in 2006.

All HEIs in England were invited to complete an online institutional mapping template seeking data on enterprise and entrepreneurship accredited programmes/modules, non‐accredited enterprise and entrepreneurship provision and other institutional characteristics that support enterprise and entrepreneurship development. The research team maintained regular contact with all HEIs to maximise participation and to provide support where requested. A number of institutional visits were made by the research team both to introduce the study and to assist data entry where there was limited resource. The approach led to the collection of a unique and robust data set.

The results illuminate the scale and scope of dedicated provision for enterprise and entrepreneurship across the HE sector in England. Of all institutions, 94 per cent participated, ensuring that these results are analogous to a census report. The results further highlight the penetration of the student population and in particular the nature of their engagement.

This is the first time such an approach has been taken in England and the results are illuminating for academics, policy‐makers (particularly regional development agencies) and enterprise educators. The data provide an evidence base for supporting further development needs across the HE sector and offer opportunities for benchmarking and the exchange of practice, knowledge and experience.

This paper aims to identify criteria for assessing the viability of institutional strategies for enterprise education and to develop models that describe methods of organising enterprise education.

The paper identifies and explains a number of key criteria including: educational impact, financial sustainability, academic credibility, human capital, structural embeddedness, context and infrastructure, alignment with institutional strategy and policy, community engagement, and alignment with policy context and funding. The paper then considers a number of models. These models are separated into two clusters: single department‐led models and campus wide models. The evaluative criteria are applied to each model to explore the impact of particular strategies and the criteria are used to assess the long‐term viability of each model. The paper concludes by making judgements about each criteria and their usefulness for helping understand long‐term sustainability of enterprise education.

The paper shows that different models may be valuable in different higher education contexts and illustrates the temporal nature of the relationships between the models.

This is principally a conceptual paper that can be developed further by the application of the evaluative criteria empirically. The models developed can be tested and analysed further through reference to observations of practice.

The paper makes a valuable contribution to knowledge in this subject area by describing and analysing the various models of organisation that could be used to support enterprise education in higher education institutions.

This paper seeks to provide a brief summary on the comprehensive earthquake education program for increasing the public awareness and preparedness for earthquake through an integrated educational program using all types of media, especially in the schools and amongst children.

The paper will provide an overview to the program on the disaster management education for the managers; general public; and especially children's earthquake safety education in schools. This priority could be better highlighted by looking at the wide coverage of schools as well as the young age structure of Iran.

There is still a is a long way to go to achieve a fully prepared and seismically safe community and for this stronger cooperation and participation of the whole of society are necessary for enhancing public safety.

Finally, the paper strongly believes that the Iran experience is successful, one that can be shared and from which one can learn.

The purpose of the paper is to identify learning points and inspirations from two different approaches by examining how education for sustainable development (ESD) initiatives are delivered in the University of X in the UK and Tongji University in China.

Through comparison of case studies, the pros and cons of each approach are made clear. The paper adopts semi-structured interviewing among staff and group interviewing among students as its main data collection methods. A snowball sampling strategy is employed to select potential interviewees in addition.

Learning points are drawn from each institution which could be useful in informing the strategy of other higher education institutions. The main learning points for UoX are: first, engage as many students as possible through linking extra-curriculum activities back to the curriculum and offer opportunities for students to take part in campus operations. Second, a project-oriented approach could be employed to enhance interdisciplinary cooperation. The main learning points for Tongji are: pedagogic changes are required to realize a transformative education and additions of more active learning into the curriculum are needed. Third, policy support is necessary to promote the ESD agenda but only when the top-down approach mixes with a bottom-up approach significant changes will happen.

ESD is transformative education rather than traditional education. It will guide students to study and live in a more sustainable way, which is promoted in both the formal curriculum and informal areas (including campus greening and extra-curriculum activities) in UoX as a model for developed countries and Tongji as a model for developing countries. As a dynamic whole, both of them comprise students' learning and living experiences in a microcosm of a pilot sustainable community through inter-disciplinary approaches.

Little comparative and international research has been done in the field of educational ESD. The research seeks to address the deficiency by comparing the ESD approaches in one British and one Chinese university.

Enhancing student opportunity and providing an outstanding learning experience within an increasingly competitive market requires a multifaceted approach to learning. This paper aims to show how a social enterprise initiative can help students differentiate their offering to the workplace and in doing so develop skills that promote elegant self-management.

The research is a continuous project to gather data to evaluate on the effectiveness of enterprise activities and will incorporate both qualitative and quantitative methodologies, through what is largely an action research study.

This paper presents one approach to the challenge of student engagement, by encouraging choice and being proactive in adding value to CV's, through student led practical initiatives. Lecturers assist in managing student expectation and embedding realism; the realism of the need for transferable employability skills, and the challenges and opportunities faced during times of change. By enthusing students (and feedback suggests this is happening in our current project) a virtuous circle is created, manifested in increased graduate student employment and a competitive edge.

This is an experiential project of creating an enterprise committee which enhances the learning experience, teaches students how to take theory and apply it in real situations, and builds their confidence. By linking vocational and reflective modules’ to entrepreneurial skills, a balance is struck not just between academia and employability but also work and life, addressing the contemporary challenge of not just teaching students business theory or employability skills but of practical self-management.

The purpose of this paper is to examine the prevalence of academic stress and exam anxiety among private secondary school students in India as well as the associations with socio-economic and study-related factors.

Participants were 400 adolescent students (52 percent male) from five private secondary schools in Kolkata who were studying in grades 10 and 12. Participants were selected using a multi-stage sampling technique and were assessed using a study-specific questionnaire.

Findings revealed that 35 and 37 percent reported high or very high levels of academic stress and exam anxiety respectively. All students reported high levels of academic stress, but those who had lower grades reported higher levels of stress than those with higher grades. Students who engaged in extra-curricula activities were more likely to report exam anxiety than those who did not engage in extra-curricula activities.

Private high school students in India report high levels of academic stress and exam anxiety. As such there is a need to develop effective interventions to help these students better manage their stress and anxiety.

This is the first study the authors are aware of that explores the academic stress levels of private secondary school students in India. The study identifies factors that may be associated with the experience of high levels of stress that need to be explored further in future research.

Disaster education is a much-discussed topic in risk reduction literatures. Education itself is always welcomed, and there have been different frameworks and conventions on education, whether it is a right-based approach or a part of development perspective or an environmental issue. Disaster education is considered as a crosscutting issue, which needs to be incorporated in different existing educational frameworks. As obvious, disaster education deals with practical matters, and cannot be a stand-alone school or university curriculum. There needs to be a good balance between the curriculum, and extra-curriculum activities, and in-school, outside-school activities. Outside-school activities can be of different types, in family and in community. Therefore, the disaster education is considered to link the school, family, and education.

This chapter introduces ASPIRE as an example of international collaboration and cooperation, involving 12 universities drawn from 8 countries running over a four-year period. With funding in excess of €1.3m ($US 1.4m), provided by the European Union, it brought together an eclectic mix of private and public institutions unified by a number of common aims and objectives (Mehtap, 2014). It reports and reflects upon the first-hand direct experiences of both authors own participation in the ASPIRE Project over the four years the Project ran.

The success of the project would be determined by the extent to which mutual trust and respect could be established between partners. The intended outcomes included cross institutional capacity building, innovative curriculum design and the development of a footprint beyond the project for further collaboration and cooperation in research, learning and teaching strategies; what the European Union refers to as legacy. One of the many successes, the launch of the Centre For Entrepreneurship (CFE) at Beirut Arab University is used as an exemplar by the authors to illustrate as to how the coming together of international university partners can act as a catalyst to empower and engage the local faculty’s enthusiasm to establish such a legacy in enterprise and entrepreneurship teaching.

The importance of knowledge regarding the United Nations Sustainable Development Goals (SDGs) is universally recognized, but less commonly actualized in health professional curricula. This chapter examines how SDG awareness has been embedded into curricula and extra-curricula activity in four different University settings: The University of Melbourne (Australia); Tecnologico de Monterrey (Mexico); Lund University (Sweden); and the University of Birmingham (United Kingdom). It is informed by the work of academics representing single health disciplines from the four universities. All academics are actively involved with the Universitas 21 Health Science Group (U21HSG) SDG strategic group. The chapter will outline shared and unique projects that are directed at increasing students awareness for targeted action to achieve the global goals.

With a crowded curriculum, lack of SDG expertise and a belief that health professional learning should focus on a single goal (Goal 3: Ensure healthy lives and promote well-being for all at all ages), there are significant challenges to growing SDG relevant knowledge and skills within existing programs. We provide examples of how these challenges were met, such as through the development of SDG learning outcomes to fit within a physiotherapy curriculum renewal and the running and management of service learning refugee clinics by medical students. We will briefly examine our key learning and make recommendations on providing SDG relevant learning opportunities for students. The chapter will provoke and challenge the reader to consider how they are addressing the sustainability goals and how they can overcome perceived barriers to educating students for a sustainable world.

This paper seeks to examine the way sex and relationships education programs, as part of Health Education extra curriculum activities, have been implemented in the Greek primary schools.

The paper presents and discusses data from an anonymous survey research questionnaire distributed to the 68 Elementary sector Health Education Coordinators throughout Greece (received responses n=34).

Findings indicate that there is an uneven distribution on teachers' choices when selecting a thematic unit for implementing Health Education projects. It has been found that Nutrition is by far the most popular topic for project development and implementation. In contrast, Sex and Relationships Education is by far the least popular, occupying only 1.6 per cent of the share of programs. Obstructive factors for Sex and Relationships Education implementation are related to the Greek educational system as well as pragmatic and moral reasons on the teachers' part.

A response rate of the survey of only 50 per cent is a limiting factor.

On the basis of these data, teachers' awareness and training, as well as material development, are important for Sex and Relationships Education programs to become an active innovation. The role of the central administration is emphasized as well.

The paper raises an awareness of the issue of an unsuccessful implementation of Sex and Relationships Education programs in Greece, in the light of a range of sexual health‐related problems that affect the population.