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The purpose of this paper is to describe physical and mental health characteristics of incarcerated youth both internationally and in New South Wales (NSW) Australia. To outline current practices in the provision of mental and physical healthcare for incarcerated youth internationally and in NSW.

Population relevant literature will be outlined as applicable. Health service delivery will be discussed, with an emphasis on the experiences of NSW physical and mental health service provision for incarcerated youth.

This paper illustrates that in NSW there was a parity of provision between physical and mental healthcare, though there were deficits in what should ideally be provided. Internationally there was clear evidence that current minimum standards of healthcare in both physical and mental healthcare domains remain unmet.

Provision of physical and mental healthcare for incarcerated youth warrants global improvement. Further research into current provisions, across jurisdictions and subsequent standardisation of practice, will improve health outcomes for this vulnerable group.

This is the first paper to describe mental and physical healthcare provision in NSW for incarcerated youth framed within the broader context of international health service provision for similar populations.

The bilateral system of higher education which the UK has had for many years has in the last few months acquired a new significance. The statements of the Secretary of State for Education and Science have been to the effect that a second, parallel and equal path towards higher education is to be opened up in the technical colleges. Under the aegis of the CNAA, certain colleges will provide courses leading to first and higher degrees, these degrees and the institutions providing them will have parity of esteem with the universities and they will remain in the second group to provide inspiration and leadership to others. In this way the creaming‐off of the best technical colleges into the university system will be stopped and the two systems can develop in harmony and parity side by side. (‘Equally distinguished but separate.’)

The purpose of this paper is to give an overview of the issues for mental health in the UK.

It is a personal view of the political issues facing the UK in recent years.

The fight for true parity of esteem for mental health is one where some progress has been made, but it is also a fight that we are still too far from winning. The battle for equality continues, but it must not detract from the need to innovate and to use scarce resources more effectively to improve people’s lives.

It is an attempt by the author to tackle mental health problems in children and young people at the individual, and larger population, and policy level.

The introduction of training credits through Training and Enterprise Councils (TECs) has required care and sensitivity. When Leeds TEC launched its quality training and guidance package for young people, it was based in part on research commissioned from Quaestor Research and Marketing Strategists. Considers the structure and value of the research, and the input from training providers. Arising from the research was a recognition of the vital need to “raise the parity of esteem” between academic and vocational learning. The research also helped in the design of the product, and underlined the relative importance which is attached to the monetary value of a training credit.

BUSINESS SCHOOL GRAFFITI is a highly personal and revealing account of the first ten years (1965–1975) at Britain’s University Business Schools. The progress achieved is documented in a whimsical fashion that makes it highly readable. Gordon Wills has been on the inside throughout the decade and has played a leading role in two of the major Schools. Rather than presuming to present anything as pompous as a complete history of what has happened, he recalls his reactions to problems, issues and events as they confronted him and his colleagues. Lord Franks lit a fuse which set a score of Universities and even more Polytechnics alight. There was to be a bold attempt to produce the management talent that the pundits of the mid‐sixties so clearly felt was needed. Buildings, books, teachers who could teach it all, and students to listen and learn were all required for the boom to happen. The decade saw great progress, but also a rapid decline in the relevancy ethic. It saw a rapid withering of interest by many businessmen more accustomed to and certainly desirous of quick results. University Vice Chancellors, theologians and engineers all had to learn to live with the new and often wealthier if less scholarly faculty members who arrived on campus. The Research Councils had to decide how much cake to allow the Business Schools to eat. Most importantly, the author describes the process of search he went through as an individual in evolving a definition of his own subject and how it can best be forwarded in a University environment. It was a process that carried him from Technical College student in Slough to a position as one of the authorities on his subject today.

Parity of esteem between general and vocational education is a widely discussed topic in those countries which have established a system of vocational education and training (VET) beside the system of general education, leading to numerous qualifications and licenses. This paper aims to address this issue.

An explorative consideration of curricular basic structures of TVET and higher education will reveal the qualitative differences in the different study courses and entailing barriers for permeability between TVET and higher education. A deepening analysis compares the curricular structures and evaluates the differences with the aid of selected criteria.

The article clarifies the hidden obstacles of permeability between vocational and higher education, and points out ways to shape lateral and vertical permeability with a view to career paths to build up human capabilities. However, until now most of these do not entail permeability to learning pathways in higher education. This is especially true when vocational programmes do not prepare for higher education at the same time, i.e. do not include a university entrance qualification. This discussion has gained a new momentum with the adoption of the European Qualifications Framework by the European Parliament and the Council in 2008, motivating member states to reconsider this context. Since then there is an intensive debate about opening universities for learners with vocational qualifications.

Due to the traditionally clear‐cut division between vocational and academic education and a separate dealing with the different concepts, organizations and institutions, a comparative research with methods and instruments has not yet developed. With regard to a comparison of vocational and academic education, research is still at the very beginning. There are currently no confirmed reliable answers to the question how the transitions between vocational and academic education could be shaped in order to ensure their success.

European initiatives and the implementation of instruments such as the Qualifications Framework to support permeability call for ways to offer academic education with degrees to persons with a qualified vocational background. The curricular structures of the universities are currently not geared to these requirements.

The relevant social dimension aims at an equivalence of vocational and academic education that has been discussed in some European countries since the 1960s. Some European initiatives (EQF, ECVET, etc) over recent years have led to the opening of universities for persons with a qualified vocational background. This helps to overcome social barriers.

The value added is a frame for comparison of curricular structures. The findings can then be thoroughly discussed in connection with the European Qualification Framework. In addition the article offers options for overcoming the obstacles for comparative research on vocational and academically qualified persons.

Poor mental health and well-being disproportionately affects vulnerable and disadvantaged children and young people. The paper aims to discuss this issue.

The focus of this paper is socioeconomic inequalities in perinatal, child and adolescent mental health.

Children and young people in the poorest British households are up to three times more likely to develop mental health problems than their more advantaged peers (Green et al., 2005). The pattern can also be observed in the opposite direction, with poor mental health known to contribute to socioeconomic and other health problems (McCulloch and Goldie, 2010, Parckar, 2008). At a larger scale, the higher the level of inequality within developed countries, the higher the rate of child and adolescent mental health problems (Pickett et al., 2006).

Mechanisms posited as underlying such inequalities include family investment and stress processes. These factors have been taken into account when developing the economic case for investing in perinatal, child and adolescent mental health.

Illustrative examples of progressive universal strategies and policies to help reduce socioeconomic inequalities in mental health, include: action to address the inequality gap in the UK; early intervention to improve mental health; investing in sustainable and evidence-based mental health services; ensuring parity of esteem, and; using appropriately designed social media and online sources to support children’s mental health.

The purpose of this paper is to conduct the study in two states of India to covers the perception of students and their parents about the attractiveness of Industrial Training Institutes (ITI) in India.

Three ITIs were selected each from the states Maharashtra and Haryana for data collection. Students pursuing trade fitter, electrical and beauty courses and their parents were selected. The instrument used to collect the data from students and parents was interviews with students and families.

The results show that the attractiveness of ITIs has shifted over time. The low status associated with these institutions is slowly fading away. The skills acquired at an ITI can provide the basis of successful careers. Once considered a last resort, today it is being considered as a possible career option. However, ITIs have yet to develop a better image and higher attractiveness within society for it to become an interesting option for young people and their parents when choosing educational pathways.

Some implications of this study are presented as suggestions in formulating policies to improve the image of technical education and vocational training.

The attention the media have recently devoted to higher education in general, and polytechnics in particular, presages what may become a full blown struggle between competing institutional spheres, not only for relatively larger slices of the largest Government cake of all, but also for increasing autonomy in the decision‐making process.