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This chapter discusses collaboration between a UK university and an Ethiopian College of Teacher Education in supporting the introduction of pre-primary schooling into the Government schools of a large Ethiopian town. The project recognised the limited effectiveness of Minority World training programmes imposed upon a Majority World context, so it was designed in full collaboration with the local community’s educators and closely linked to indigenous practices and knowledge about schooling systems and child-rearing.

The UK university ‘expert’ deliberately did not ‘manage’ or ‘control’ the Project Team of Ethiopian teachers and teacher educators but supported them in designing and implementing a programme of professional development for local pre-primary teachers, based upon a cycle of observations, workshops, feedback visits to participants’ settings and formative evaluation to shape new initiatives.

The chapter discusses the inevitable challenges and difficulties encountered, resulting from different educational perspectives, from very limited resourcing and from gender and status issues within the Team. The project, now in its second year, is having impacts upon local pre-primary schooling, and confirms the empowering effect of a collaborative and sustainable model of Minority World support for Majority World educational initiatives.

The purpose of this paper is to focus on the perceptions of Qatar’s suitability to act a successful sports event host and, in doing so, look ahead to some of the key organisational challenges facing Qatar leading up to the World Cup in 2022. This paper is framed around the perceptions of nation branding and soft power and draws on the experiences of various key demographics who offer valuable insight into Qatar’s World Cup.

Semi-structured interviews were conducted with football journalists, experienced tournament staff and volunteers, football supporters and expatriates working in the Gulf region. The paper is longitudinal in nature, with data collected between January 2010 and June 2018 including seven FIFA and FIFA-affiliated confederation events, namely, the 2011 Asia Cup in Qatar, the 2011 Gold Cup in USA, the 2014 World Cup in Brazil, the 2015 Copa America in Chile, the 2016 European Championships in France, the 2017 African Cup of Nations in Gabon and the 2018 World Cup in Russia.

The paper uncovers several concerns and considerations connected to hosting a first Middle Eastern World Cup in Qatar in 2022. The findings demonstrate some of the key organisational challenges facing the event which were found to include supporter access, security and the fan experience.

This paper examines Qatar in the context of the 2022 World Cup and its connection to soft power and nation branding. This particular event is so significant, not simply because it is the showcase tournament of the globe’s most popular sport from both a spectator and participation perspective, but because it represents such a notable divergence from previous editions. The majority of preceding World Cups have/will be hosted by highly populated countries with relatively developed football traditions and/or infrastructures. As a change to this pattern, the unique position of Qatar’s World Cup renders it as an important case study. This paper, which examines informed perspectives relating to access, security and diplomacy, provides a number of issues for Qatar’s World Cup organisers to consider.

This article examines the continued salience of ethnic identity and ethnic conflicts in world politics; this is especially important given the central role that ethnicity plays in world politics, especially many developing world countries. The author argues that teachers and teacher educators must understand the pivotal role that ethnicity continues to play in world politics, especially in post-colonial African and Asian societies. Teaching about global issues, such as the current war in Iraq, population patterns in the former Soviet Union, and the genocide in Sudan, requires a deep understanding of ethnicity and its major perspectives. Moreover, by adopting a non-linear perspective, students can understand that traditional societies will reassert their ethnic identities as they confront the powerful and dynamic forces of globalization. Finally, the article will establish the links between ethnicity and multicultural and global education, especially the National Council for the Social Studies major curriculum standards.

Childhood is often defined in contrast to adulthood. Each becomes meaningfully linked so that it is difficult to understand what childhood is without looking at adulthood or vice versa. Each becomes what the other is not. In a similar vein, structure and agency are often characterised in contrast to each other. The meaning of each becomes dependent on the meaning of the concept which it is set against. Hence, structure becomes defined as ‘constraint while agency becomes defined as freedom, structure is regarded as static while agency is regarded as active; structure becomes defined as collective while agency becomes defined as individual’ (Hays, 1994, p. 57). This way of conceptualising structure and agency often underplays the interconnections between the two. Up until the 1980s, children were primarily considered within developmental psychology and functionalist socialisation frameworks. The former presented childhood as a natural and universal phase of human life with adulthood being seen as the logical endpoint of childhood. The latter adopting teleological frameworks viewed childhood as a preparation for adulthood and focused in particular on the importance of socialisation in reproducing stable adult personalities. In both approaches, children were considered mainly in terms of presumed future outcomes. In breaking with these approaches, the ‘new sociology of childhood’ sought to emphasise children's agency and to consider children's lives in the here and now rather than as future projects. This has resulted in a plethora of qualitative studies that highlight children's position as active agents. Indeed, in developing a new paradigm for the sociology of childhood, Prout and James (1997) specifically recommend ethnography as a preferred method for uncovering and understanding children's daily lives. This has led Qvortrup (1999, p. 3) to express concern that the ‘adherents of the agency approach are gaining the upper hand’. Qvortrup warns that researchers also need to employ structural approaches to fully understand and illuminate the broader landscape of childhood. He reminds us that childhood is a particular and distinctive form of every society's social structure. Rather than a transient phase, it is a permanent social category shaped by macro forces. While of course children practice agency throughout their childhood and ethnographic studies have been crucial in challenging adults’ conceptions of children as irrational, immature and so on, nonetheless, Qvortrup argues that these studies have been less useful in illuminating the position of childhood in macro societal structures. These wider societal forces position children as a minority group conditioned by resilient power relations based on generation, and they have been relatively immune from children's individual or collective agency. In other words, children act as agents under specific structural conditions. Of course, this does not render children's agency as meaningless. Like adults, children actively produce certain forms of social structure, while simultaneously, social structures produce certain types of childhood (see the chapter by Qvortrup, this volume). Hence, structures are enabling as well as constraining (Giddens, 1984). Indeed over the past two decades, adults are becoming increasingly aware of childhood as a structural form and of the durability of power differentials between adults and children and are increasingly working with children to develop a rights-based agenda to further their collective interests. This could be seen as an example of the collective agency of children although it also illustrates how this agency takes place against a backdrop where existing hierarchies between adults and children structure the conditions under which children practice their agency. One could question whether participating in these recurring forms of social interaction make children agents (Hays, 1994, p. 63).

The purpose of this paper is to reflect on the adequacy of UNESCO policy in the UN Decade of Education for Sustainable Development. People working in the informal economy in the Global South are looked at as a starting point.

The paper examines UNESCO/UNEVOC documents, the UNIFEM report on the “Progress of the World's Women”, development literature, and case scenarios from Southern Africa.

There is a mismatch between policy and the reality on the ground. Changes in policy and provision are necessary if a social justice agenda is to be met.

The approach to TVET planning and provision should shift in three ways: from an emphasis on the formal to the informal economy; from work defined as employment to work as livelihood activities; and from sustainable development to sustainable livelihoods. The paper argues that five conditions should be met so that TVET can begin to include workers from the informal economy.

The paper defines “work” more inclusively, focuses on education and learning in the informal economy, and challenges notions of sustainable development in favour of sustainable livelihoods.

This chapter explores what counts as research on development and argues for a challenge to conceptions which continue to define it geographically rather than systemically. It is argued that, despite an apparent openness and fluidity, qualitative research on development tends to be understood as referring to ‘field research’ in the South.¹ This can constrain the boundaries of development research, what is understood to be development and also the critical capacity of qualitative approaches to development. Challenging the traditional definitions and boundaries of development research will open spaces for critical analysis and research, which can reshape development theory. It also allows for engagement with the widening set of practices, policies and social relations which have a bearing on development, but which have so far been largely excluded from qualitative research on development. However, for qualitative research to play a critical role in challenging these boundaries, we need to acknowledge the roles qualitative research on development already plays and has played, and the ways this is shaped by the contemporary and historical contexts, traditions and preoccupations of development research.

The chapters in this book focus on how university-school-community (USC) partnerships are implemented in colleges, universities, school systems, and community organizations around the world. The purpose of these multi-disciplinary programs is to reform teaching and learning experiences for all participants. Using case studies and other empirical research, this volume presents a broad and in-depth overview on a variety of USC partnerships to assist educators in the process of transforming organizations using innovative approaches to improve community and school system development. This chapter will provide an overview to this volume and establish a framework for better understanding the nature of university partnerships to enhance community and school system development.

The purpose of this paper is to develop a conceptual model for the mode of entry in a particular case of global MNEs entering into emerging markets.

The conceptual model builds on institutional theory and follows an integrated approach of entry mode theories using bargaining theory, the liability of foreignness and local legitimacy.

The conceptual model introduces five propositions.

The study has policy implications for emerging market institutions. Also, the model highlights the significance of long-term vision in global MNEs’ sustainability. However, the model excludes the MNEs’ internal institutions, home country institutions, as well as institutional and cognitive distances.

The conceptual model addresses the dynamics of MNEs’ entry decisions with long-term strategic vision. It helps to recognize the global MNEs’ internalization of the host country’s formal and informal institutions when the bargaining power is in imbalance.

The purpose of this paper is to link country factors which impact the selection of women as CEOs of firms in emerging markets.

Using a multilevel model, this study investigates the factors driving the selection of a woman as CEO using a sample of 30,015 firms from 20 emerging markets during the years 2008 to 2016.

Based on analysis of nested multilevel logistic models, study findings indicate that country wealth, gender egalitarianism and humane orientation increase the likelihood that a firm would be led by a female CEO. Findings also indicate a greater opportunity for women to secure the top role in service industries relative to manufacturing industries.

In spite of the magnitude of emerging markets and their varied social, economic and cultural contexts, there is scant research focusing on female CEOs in these countries. This topic is of considerable importance to gender empowerment, equity, fairness and social welfare and this paper contributes to the knowledge in this area by incorporating a multilevel model focusing on the factors driving the choice of female CEOs. Study findings serve as an important starting point on the opportunity for managerial women from emerging nations.

The purpose of this paper is to examine the value relevance of intellectual capital (IC) by analysing the relationship between IC efficiency (ICE) and corporate book value of listed firms on main board of Nigeria Stock Exchange.

This study applies the resource-based theory in formulating two hypotheses that guide the results analysis. By employing a two-step dynamic system generalised method of moments (GMMs), and controlling for the possible endogeneity effect on the parameters estimated, for a sample of 91 listed firms on main board of Nigeria Stock Exchange, this study investigates the association of ICE and corporate book value, namely, cash flow from operation and economic value added (EVA), using data over the 2010 to 2014 financial years.

The results show a significant positive relationship between overall ICE and corporate book value (cash flow from operation and EVA). This study contributes to recent evidence concerning the value relevance of IC information to investors and other interested stakeholders.

The generalisation of the results to smaller firms, in the alternative securities market, may be inappropriate as study sampled listed firms on the main board of Nigerian Stock Exchange.

Those charged with governance should be concerned with the investment and management of IC as it enhances the economic value and operating cash flow in line with the resource-based theory.

This study is first to consider the ICE study across all sectors in the Nigerian economy using modified Pulic value added intellectual capital. The study controls for heteroscedasticity and endogeneity issues by adoption of two-step dynamic system GMMs.