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Educating students during emergencies is no longer an occasional occurrence; it has become a common scenario due to mass migration, conflict, poverty, health crises, and climate changes. Educating all students worldwide, migrants and refugees included, improves global security and economic viability, and should be the goal for all stakeholders. Using three illustrative case studies, this chapter provides an overview of the fundamental considerations for implementing learning support structures in uncertain and emergency circumstances. It outlines improvements needed to help educators meet today’s requirements for effective quality education during crisis, including overcoming issues with language, culture, curriculum, teacher training, and national and international policies. It also includes implications for higher education, calling for better approaches to address learning deficiencies, particularly given today’s protracted migrant circumstances.

There seems to be no controversy about Nigeria being an agricultural country with food sufficiency up till the late 1970s. However, in recent times the country is finding it very difficult to provide sufficient food for the teeming population which has resulted in the majority of the country’s citizens slipping into poverty. The ability of the country to provide sufficiently for the citizens was a result of a lack of reliable and effective developmental and transformational strategies in the agricultural sector of the country which is a major employer of labour in the rural community. To this end, this chapter mainly focuses on factors inhibiting the development of agricultural companies in Nigeria and how to overcome the developmental barriers in the agricultural sector in Nigeria. The findings from the review show that the bane of the agricultural sector in Nigeria is due to the lack of an agricultural regulatory framework and policy transmission mechanism and over-dependence on oil revenue amongst other things (Adams, 2016). It is therefore imperative for the country to embark on the development of a reliable agricultural framework and model that will aid food sufficiency in the country.

In Chapter 4, the author will discuss the youth drinking epidemic regionwide, in order to demonstrate why the impacts of alcohol products on youths are concerning. The author will present the major youth drinking trends within SEA, to further study how the rampant alcohol trade regionally has adversely affected local youths to a troublesome degree. The author will point out the causes of the youth drinking epidemic, which are susceptibility and toxic culture. Next, the author will evaluate the national and regional costs of youth drinking, discussing how such a lifestyle results in consequences in relation to delinquency. The author will recommend policies for alcohol control that the SEA governments should take into account when amending or forming their policies to contain the epidemic of youth drinking. The outputs of Chapter 4 will draw a close association between youth smoking, youth drinking, and youth sexual misconduct. Therefore, the author indicates that these youth delinquency problems should be addressed simultaneously in order to eradicate the issues of holistic youth misbehaviours in the long term.

Purpose. This chapter discusses the challenges and different strategies to increase skill development for the future workforce.

Methodology. Multiple sources on the topic were studied and reviewed in this chapter. The idea of skill and its development is discussed in the literature review.

Findings. Different nations’ governments have promoted human capital development by providing up-skilling and retraining programs to balance supply and demand. Skills gaps need to be brought to the attention of stakeholders, such as governments, businesses, and the educational system. Teachers, employers, and other stakeholders need to develop strategies and action plans to ensure that the skills gaps are appropriately identified and adequately addressed. These initiatives must be developed with input from various stakeholders.

Practical Implications. The research results would inform the curriculum, incorporating skill development processes tailored to various scenarios. These findings would aid business organisations in crafting skill development programs that address identified skill gaps. Challenges in skill development would be taken into account during course development, and relevant teaching–learning materials would be created. Key stakeholders, such as accrediting organisations, employers, and students, should exert more influence on academic institutions to prioritise societal demands for economic development.

Originality/Value. The uniqueness and significance of this chapter lie in its concise summary of the strategies to tackle the hurdles in skill development.