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The purpose of the paper is to examine the nature and extent of gender and spatial inequalities in educational attainment in Ghana.

The paper uses the education Gini coefficient, computed on the basis of years of schooling of individuals, to assess education inequality in Ghana.

The paper finds evidence of gender and spatial inequality in education in Ghana. In particular, the three northern regions have lower education attainment as well as higher education Gini coefficients compared to the rest of the country. The paper finds evidence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini. The paper also finds a positive correlation between poverty incidence and education inequality.

The research finds a positive correlation between poverty incidence and education inequality but requires an econometric analysis to make inferences regarding causality.

The findings call for the design and implementation of policies not only to address between‐gender and spatial inequities in education in Ghana, but also to tackle within‐gender and within‐spatial inequalities. The positive correlation between poverty incidence and education inequality implies the need to create greater equity in educational opportunities across the country.

The need for changes in attitudes, values and cultural practices that put girls at a disadvantage when it comes to education.

One important and new finding of the paper is the existence of intra‐gender and intra‐spatial inequalities in education attainment in Ghana, with females contributing proportionately more to the within‐inequality component of the education Gini.

The current “Anthropocene” epoch has witnessed an imbalanced global change, but it is an opportunity to design a better and sustainable future. Sustainability criteria need to be fully implemented in political institutions, companies and universities. Moreover, sustainable pedagogies must accompany the process in terms of students’ professional competences to overcome crisis situations. This paper aims to evaluate geography degrees in Spain to corroborate whether students and teachers consider that students are prepared to address the challenges of global change.

The research is focused on the sustainable development goals (SDGs), a clear and easily identifiable framework for society that reflects the principles of the UN 2030 Agenda. A statistically validated questionnaire answered by 319 respondents has been used. Data analysis with descriptive and inferential techniques was performed.

The results show that geography degrees do not meet the needs of students, for whom career opportunities will be related to the implementation of the 2030 Agenda; there are significant gaps between the perception of teachers and students; some geographical topics are undervalued; SDGs are more present in optional subjects; and there is a need to “sustain” the curriculum, following this highly valued framework.

Geography educative programs had scarcely been empirically evaluated to check a sustainability framework implementation. This research provides innovative and unprecedented self-assessment results from higher education agents, in an empirical and statistically validated way.

In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education.

The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified.

It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering.

Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.

To highlight the potential (as well as perceived barriers) to the wider use of GIS in educational marketing.

Five case studies were conducted in order to identify the GIS capabilities that would be required by a typical educational institution. Using the knowledge gained from these case studies, a prototype “admissions GIS” based around a proprietary GIS package was developed.

Spatial approaches based around GIS should provide numerous benefits in educational marketing concerning, for example, the mapping and analysis of participation rates in relation to a variety of recruitment campaigns and widening participation strategies, in detecting changes in enrolment patterns and in the profiling of local areas in order to develop a range of courses designed to appeal to the customer segments therein.

The paper has identified important barriers that will need to be overcome before such tools become more widely used in the higher education sector. The study has also highlighted concerns regarding the accuracy of particular data sets that became evident as the data were analysed. The findings from GIS‐based investigations could provide an important starting‐point for more qualitatively based follow‐up studies that may help explain the revealed patterns.

Widening access, student profiling, local area profiling and the availability of increasing amounts of geographically‐referenced data are all increasing the use of GIS, whose capabilities in mapping and geodemographics have led many to see it as an aid to student recruitment and retention in an increasingly crowded and competitive marketplace

There have been relatively few published studies of the potential of GIS, in conjunction with university administrative records and geodemographic techniques, in educational marketing. This study adds to this body of literature to demonstrate the current state of play and the perceived barriers to wider implementation and will be of particular relevance to those involved in marketing courses in higher education establishments.

This research study explores the perceptions of the importance and meaning of innovation in education by qualified teachers. The authors deliberately selected geography teachers for the research because the extraordinary dynamics of changes and innovations the teacher has to deal with are significantly reflected, particularly in geography teaching.

The main aim of the research was to determine geography teachers' views on the importance, role and meaning of innovation in teaching. The research group consisted of 12 qualified teachers, and a semistructured interview was chosen as the research method. The research was conducted over six months, from October 2020 to March 2021.

This research confirmed the interest in introducing innovations into teaching by the teachers interviewed. Teachers mainly think of innovation as new ways of teaching that aim to revive and make teaching more attractive, to increase the motivation of all actors in the learning process. While teachers with more ample teaching experience connect innovations mainly with presentations, education games, and excursions, teachers-beginners and teachers with shorter teaching experience understand innovations mainly as the application of new trends in education, such as research projects and working with GIS and digital technologies. The research confirmed that lectures supported by presentations are the most frequently used teaching method for explaining the geography curriculum in primary and secondary schools. Presentations in which teachers focus on linking relationships and explaining connections more deeply replace existing textbooks and teaching texts for most teachers interviewed.

The number and qualifications of the teachers involved in the research.

Teachers see the quality of the school environment and the education system as the significant barriers to providing better geography education. They often come to innovations through their own study and activities and feel a significant lack of available materials for the practical application of innovations in teaching. They also perceive the support for creation by state authorities and educational institutions as insufficient. Most teachers interviewed would welcome regular training courses and vocational education on the appropriate introduction and use of innovations in the classrooms in the form of practical examples and developed methodologies.

The selection of teachers for the research was deliberate and included active teachers of both genders working in primary and secondary schools. The selected teachers had varying teaching experiences and studied different combinations of teaching subjects with geography.

The aim is to study the impact of the COVID-19 pandemic on the careers of different groups of young individuals, based on transition probabilities.

The authors analyse the evolution of individual shares and flows between different types of employment (self-employment, temporary, and permanent), unemployment, education, and other types of inactivity of individuals aged 20–29 in Italy.

The authors find that the pandemic worsened an already concerning situation of higher inactivity rates, compared to other EU countries. In quarters III and IV of 2020, mainly females and non-Italian citizens were less in (permanent and temporary) employment and more in the NLFET (neither in the labour force nor in education or training) state compared to the same quarters one year before. The authors also find evidence of a temporary but not persistent return to education among 20–24 years old individuals, particularly females. These changes are suggestive of a prolongation of the time needed to achieve temporary and permanent employment, mostly for females and non-Italian citizens.

The contribution lies in the provision of a rigorous estimation and analysis of the impact of COVID-19 on the careers of young individuals in Italy.

Differences in the cost of living and the general attractiveness of communities lead to significant, regional differences in the prices school districts must pay for their most important resource – people. According to the most recent data from the National Center for Education Statistics, labor costs differ by more than 50% from the lowest-cost district to the highest-cost district within California, Florida, New York, Texas, and West Virginia. Furthermore, all states but Hawaii and Rhode Island face at least a 7.7% internal differential in labor cost. Most states fail to account for such cost differences in their school finance formulas, leading to inequitable differences in school district purchasing power. This chapter compares and contrasts the various strategies states use to make geographic cost adjustments to their school funding formula, describes the implications of geographic adjustment for interstate and intrastate measures of school finance equity (and corresponding litigation), and discusses the impact that such adjustments could have on the distribution of federal aid for economically disadvantaged students under Title 1 of the Elementary and Secondary Education Act.

Aims to provide the reasons why cartographic and spatial information have become increasingly important in different library settings.

Presents very clear insights about the reasons cartographic and spatial information have become increasingly important and valuable in many different library settings.

Less intimidating than in the past, with better tools available to help libraries serve users with online maps, data, and cartographic information this article focuses on how the Public Library Geographic Database can provide a range of utility. Not often is the public library included as a source of GIS, but the ease of use supports this direction well and offers a new service point with www.GeoLib.org Originality/value – This paper is useful for information management professionals who seek greater understanding of geographic information systems in information management work.

This study attempts to identify the drivers for change in Public Relations education and what assumptions are made about professional practice. The authors suggest signature pedagogy has the potential to deepen our understanding of the teaching and learning of Public Relations and what this means as the Public Relations curriculum adapts. The paper has theoretical and practical value. It forefronts the concept of signature pedagogy as a fresh way to look at Public Relations teaching and learning that can be developed.

This paper aims to explore the historical and contemporary context of teaching Public Relations within a university setting, how it has evolved and the assumptions that underpin it both nationally and internationally. Using a mixed methods approach, the paper investigates how the curriculum has changed since 2000, how it interacts with industry and how it reflects educational historical and contemporary frameworks. It also explores the assumptions on which Public Relations education was and is based and whether signature pedagogy is evidenced.

This study concludes that, from a signature pedagogy perspective, many current Public Relations curricula emphasise surface structures of learning. Deep structures, focusing on critical engagement and conceptual approaches to problem solving, are more variable, disconnected and contested. The data indicate the existence of an Anglo-American, skills-based approach to Public Relations knowledge, alongside international nuances around multi-culturalism. From a practical viewpoint, the paper contributes to how Public Relations programmes can be designed, taught and adapted in the future.

The paper evidences fully unique, primary research.

The purpose of this paper is to discuss the course of entrepreneurship education (EE) research within the framework of entrepreneurship. The study is based on the results of previous research published in the annual double special issues of Education + Training (E+T) journal. In this context, it examines the role of EE at different levels of education; EE interactions and approaches; the effects of the variety of variables on EE; and the grouping of these variables into clusters.

The study uses literature review to categorize 59 papers into clusters based on the associations of different variables to EE which have been extracted from the annual double special issues of E+T journal. These special issues were published during the period of 2011–2018. All the reviewed papers were empirical in nature.

The study has identified 47 variables from 59 empirical papers, which have been grouped into 6 clusters around EE. Based on different levels of studies such as primary, secondary and tertiary levels, the examined papers discuss a variety of variables with reference to their positive, negative, significant or non-significant relationships to EE.

The paper demonstrates the progress of the knowledge produced with regard to EE research in recent years. It is among the very few studies to focus on the discrete collection of special issue papers.