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The purpose of this paper is to analyse the situation of performance management, to be more precise, the usage and attitudes towards pay‐for‐performance on the example of Estonian schools and brings out practical implications for implementing pay‐for‐performance in Estonian general educational schools.

Altogether 298 headmasters and 2,165 teachers participated in this research. The goal of the research was to map the situation of the usage of pay‐for‐performance in Estonian schools and to find out teachers' and headmasters' opinions about the most effective pay‐for‐performance system.

Despite the great expectations of performance management and pay‐for‐performance, it is not being used in many Estonian general educational schools. However, the findings of this research show that both headmasters and teachers have quite positive attitudes towards pay‐for‐performance that gives a favourable platform for implementing pay‐for‐performance in the Estonian educational sector.

The study was mainly quantitative with only a few open questions, which raises limitations for finding complete answers and explanations to questions raised. Therefore, case studies need to be done to find answers to some interesting research questions.

With the view to raising the performance of the Estonian educational system and to guarantee its sustainability, a new course concerning schools' and pupils' individual development must be taken. It can be achieved through performance management and pay‐for‐performance, which also helps to raise teachers' motivation. A central feature of the pay‐for‐performance is that pay must be in accord with performance and must provide an incentive to promote the success of the organisation.

The purpose of this paper is to foster entrepreneurship among students and incubate more start-ups for economic prosperity, universities around the globe are required to play key role in developing overall conducive eco-system for student fraternity. Some previous studies have analysed student entrepreneurship and impact of entrepreneurship courses. However, role of universities as provider and enabler of entrepreneurial environment and its impact on entrepreneurial intent among students has not been studied in a cross-cultural context. Considering this, present study seeks to examine role played by universities in fostering entrepreneurial intention among post-graduate students.

Researcher has taken the framework suggested by Kraaijenbrink et al. (2010) to understand university environment and theory of planned behaviour (Ajzen, 1985) to measure entrepreneurial intention and its antecedents among final year post-graduate management students of India, Malaysia and Singapore. Total sample size is 1,097. Data are analysed with help of exploratory factor analysis, multivariate analysis of variance (MANOVA) and structural equation modelling (SEM).

Two factors emerge out of analysis in relation to university environment and support: first, targeted cognitive and non-cognitive support and second, general educational support. With help of SEM, attempt is made to find relationship between these two factors and entrepreneurial intention. It is found that university environment and support has significantly positive relationship with perceived behavioural control. With help of MANOVA, it is found that there is statistically significant difference between perceived university environment and support factors among students of India, Singapore and Malaysia. With this, for both factors highest mean score is found among students of Malaysia, followed by students of Singapore and India.

Study has closely examined role played by university environment and support to foster entrepreneurship among young students. Findings of the study can be used by post-graduate educational institutes to design pedagogy, create enabling entrepreneurship support system and work towards becoming an entrepreneurial university.

This chapter considers teacher learning in inclusive co-teaching contexts, specifically the moral dimensions embedded within it. The chapter draws data from a study focusing on teachers’ perceptions of their learning during co-teaching in inclusive classrooms, and salient moral features embedded in co-teaching situations. Data from joint stimulated recall interviews conducted with three co-teacher pairs illuminate that teachers perceived both possibilities and challenges in key learning situations during co-teaching in inclusive classrooms. In these situations, it is possible for teachers to articulate and extract their guiding beliefs toward salient moral aspects in inclusive teaching in order to extend their understanding and revise their inclusive teaching practices. This chapter suggests that co-teaching is a promising practice for promoting inclusive classroom communities where teachers and students can learn together.

The transformation of the German education system because of the ratification of the UN Convention on the Rights of Persons with Disabilities (United Nations, 2006) has also reached the domain of teacher training. Professional competences and their development are brought into focus (e. g., Trautmann, 2017). Since 2013, all prospective teachers in Germany have to be qualified in the field of heterogeneity, inclusion and diagnostics, mainly in the educational science part of the teacher training programmes (KMK, 2013a, 2013b, 2013c, 2013d, 2013e, 2015). However, there is a great heterogeneity regarding the content and structures of this teacher training for inclusion in Germany. Despite the formal anchoring of inclusion and heterogeneity in teacher training in Germany, an overview of the current status of the curricular implementation of inclusion-oriented teacher training is missing. The aim of this study is to fill this gap and, to do so, investigates in a first step the educational science parts of the curricula. Therefore, the study and examination regulations of all general education teacher training programmes (primary, secondary I and II) at German universities were analyzed by means of qualitative content analysis. The results show differences in the extent of the curricula regarding heterogeneity and inclusion between the states and universities on the one hand and the various study programmes on the other hand.

Little is known of the actualities or possibilities of corporate social reporting in Thailand. This study aims to move towards an appreciation of this neglected but important area. This survey focuses on the annual reports of Thai companies, and thereby contributes to a tradition of related prior empirical work upon corporate social accounting practices which has to date largely focused upon English‐speaking and Western contexts. Its concern is to gain insights into and to critically appraise various dimensions of these annual reports, so as to construct a critique of corporate social disclosure in Thailand. Pursuing a critical perspective sensitive to the context of Thailand, it is concluded that the various aspects of the Thai accounting disclosure that are analysed are disabling, and more generally that the Thai practices explored fall short of their potential to function as enabling communication.

The study aims to test the applicability of a variant of the model proposed by Hockerts (2017) for assessing the social entrepreneurial intention (SEI) of male and female students. It extends the model by incorporating the university's environment and support system (ESS) as an additional more distal construct. The university's ESS, coupled with the experience with social, cultural and environmental issues can affect SEI by influencing the more proximal precursors of empathy towards others, perceived self-efficacy, perceived community support and social, cultural and environmental responsibility.

A structured non-disguised questionnaire was administered to students at a Canadian university. A sample of 485 usable responses was analysed by means of second-order structural equation modelling.

The results provide confirmation that the proposed model is a multi-group invariant and appropriate for analysing the SEI of male and female students. They also show that the university's ESS helps predict SEI indirectly through the complete mediation of the more proximal antecedents.

The questionnaire is limited to universities with social innovation and entrepreneurship initiatives.

Outcomes of the study can help universities assess the efficacy of their social innovation and entrepreneurship initiatives for instilling a social entrepreneurial mind-set in students. Consequently, universities will be better equipped to raise the perceptions of venture feasibility and desirability, thus increasing students' perceptions of opportunity.

The study advances the social entrepreneurial knowledge of the university's effect on the precursors of SEI.

Students with emotional and behavioral disorders are at great risk for long-term negative outcomes. Researchers and practitioners alike acknowledge the need for evidence-based, preventive, and early intervention strategies. Accordingly, in this chapter an expanded view of prevention is presented as a series of data driven decisions to guide provision of supports that lessen the impact of emotional/behavioral disorders (EBD). Universal screening, use of a multitiered framework, delivery of increasingly intensive support prior to chronic and persistent patterns of behavior, and continuity of service across school, home, and community settings are discussed. Specific techniques for data decision-making, use of a school-based team approach, and recommendations for future research are also provided.

This chapter is a presentation of Mexico’s efforts in advancing inclusive education as a vehicle to provide children with special needs a quality and equitable education. It provides a detailed description of the development, realignment of educational practices, and polices necessary to allow inclusive education to succeed. The chapter begins with the origins of special education in Mexico via four stages. Next, the chapter provides a comprehensive classification of disability and the prevalence rates in Mexico. Then, the chapter delineates legislation and public policy that are essential components in providing a quality and equitable special education system. Next, a comprehensive description of special education intervention models follows along with how these models are incorporated in current teacher preparation endeavors. The chapter concludes with a summary of the progress that Mexico has attained in moving toward inclusive education as well as challenges to inclusive education.

During the 1990s the value to an intending professional accountant of undertaking a period of liberal (general) studies was promoted internationally by a number of individuals and organisations, including the International Federation of Accountants (IFAC) and the New Zealand Institute of Chartered Accountants (the “Institute”). The Institute significantly changed its admissions policy for Chartered Accountants in 1996 and one change was to require four years of degree level study with a compulsory liberal studies component. This study surveys the perceptions of New Zealand accounting practitioners on the impact of this compulsory liberal component. The results of this study demonstrate that there is little support from accounting practitioners for IFAC’s claim that liberal education “can contribute significantly to the acquisition of professional skills”, including intellectual, personal and communication skills. In addition, the majority of respondents did not perceive any improvements in the professional skills of the staff that had qualified under the Institute’s current admissions policy. However, any perceived improvements were mainly attributed to the Institute’s admissions policy change. Notwithstanding the lack of support for the assertion that liberal education develops professional skills, there is a strong belief by respondents in the value of liberal education for intending professional accountants.

The purpose of this paper is to investigate whether the national education standard (curriculum, NC) supports the development of enterprising behaviour and the constructivist approach to learning at the general education level?

New methodology was designed based on the assessment of the evidence and frequency of the incidence of the indicators supporting enterprising behaviour in the text of the NC. A content analysis method is used to systematically code and categorize the target indicators from the text of the NC. According to the frequency of indicators that support enterprising behaviour the extent of support is assessed in different parts of the NC.

The findings of this study show that, while the general part of the NC fully reflects the development of attitudes and skills related to enterprising behaviour, in the competences and learning outcomes of the other parts of the NC, some indicators of enterprising behaviour have only moderate support. This shows that entrepreneurial attitudes are not fully recognized as an educational aim in general education, and for the purposes of moving from a behaviourist to a constructivist educational approach, rethinking and reformulating the learning outcomes in the NC is necessary.

The critical aspects are: first, NC formats may differ between countries, and hence, the suggested analysis may suffer from limited replicability; second, the most critical aspect is that the present work analyses only the learning outcomes of the written NC, which is the basis for real action in the classroom.

The contribution of the current study may be summed up in three main issues: first, methodology for evaluating the extent to which the NC supports the development of enterprising behaviour; second, the need to rethink and reformulate the learning outcomes in the NC (e.g. for natural sciences); and third, evidence of the conflict between the expectations of society and the aims of education. The research results are providing objective feedback to educational experts, policymakers and practitioners to help schools innovate and support the education of enterprising people in general education.

The research is an initiative supported by society and directed to support the learning of entrepreneurial behaviour of pupils at the schools of general education and use of constructivist learning approach.

The current study is contributing to the methodology of analysing the written national curricula at the general education level for identification the evidence and frequency of the indicators of enterprising behaviour in different parts of curriculum. The methodology elaborated and the results of this study may be considered applicable for the analysis of NC in other countries. In the future, the NC in connection with real teaching practice should be studied, focusing on finding new solutions to support the education of enterprising people in schools.