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Various models and approaches are implemented to provide technical assistance and support to improve cocoa farmers' welfare in Ghana. The Farmer Business School (FBS), which is analogous to Farmer Field School (FFS), is one of the few initiatives of GIZ (Deutsche Gesellschaft für Internationale Zusammenarbeit) and Ghana Cocoa Board (COCOBOD). The main aim of the initiative is to train smallholder cocoa farmers to perceive cocoa production as a business. However, there is limited or conflicting evidence as to the effect of FBS on productivity and food security, especially in Ghana. This study assessed FBS participation and the participation's impact on productivity and food security of cocoa farmers.

The study used primary data collected from 542 cocoa farmers in Central and Western North regions of Ghana and employed descriptive statistics, perception index and Endogenous Switching Regression (ESR) as analytical tools.

The results, which reported an overall perception index of 0.7, indicated that the farmers had a strong positive perception on the FBS program. The results also showed that sex of a farmer, number of years of formal education, farm size, extension contact, perception, distance to extension outlet and membership of farmer-based organizations (FBOs) significantly influenced the decision to participate in FBS program. Also off-farm income, years of education and household size significantly influenced farm productivity and household food security. The results further showed that participation in FBS improved productivity and food security of cocoa farmers.

The study used data from two regions of Ghana, namely the Central region and the Western North region. Findings from studies using data covering all cocoa growing areas of Ghana could be more informative in formulating policies aimed at encouraging participation in FBS and consequently help improve cocoa productivity and food security.

This article offers insights into the welfare effects of FBS on cocoa farmers as previous similar studies are without this information.

The main aim of this paper is to provide a living tribute of lived expert by experience and researcher Andrew Voyce.

Andrew provided the author with a list of names of people he might approach to write a tribute on his behalf.

The accounts describe the influence that Andrew has had both as an educator and as a trusted colleague for the people approached.

In many ways, the voices of people with mental health problems have been marginalised. Few mental health journals, with only some exceptions, encourage lived experience contributions.

The mental health agenda continues to be dominated by professional groups. The remarkable individuals who continually battle with serious mental illness are often lost in official discourses.

Despite the fact that the topic of mental health is now much more in the public domain, research tells us that the most effective anti-stigma strategy is contact with sufferers.

The archivist Dr Anna Sexton co-produced one of the few mental health archives that only featured people with lived experience. Andrew was one of the four people featured in it. This account “showcases” the work of this remarkable man.

This paper aims to describe a case between practitioners and social marketing academics to grow and scale a programme that engages with primary schools, teachers, children and the education network, inspiring students to become marine leaders and ocean champions.

Over a six-year period, the authors first applied collective intelligence to work with stakeholders across society to better understand the barriers and solutions to teaching children (6–12 year olds) about the ocean in schools. Following this, a Collective Impact Assessment of the Explorers Education Programme took place to grow the impact of the programme.

The Explorers Education Programme has grown its numbers higher than pre-pandemic levels. In 2022, the Explorers Education Programme had the largest number of participating children, reaching 15,237, with a growth of 21% compared to pre-pandemic levels in 2019 and 79% compared to 2021. In 2023, the programme won the “Best Education Outreach Award” category of the Education Awards in Ireland.

This research stresses the importance of measuring impact. The long-term impact of the Explorers Education Programme at societal, environmental and economical levels takes a much longer time frame to measure than the six years of these research collaborations.

The collaborative approach between academics and practitioners meant that this research had practical implications, whereby necessary and effective changes and learnings could be directly applied to the Explorers Education Programme in real time, as the practitioners involved were directly responsible for the management and coordination of the programme.

The value of collaborations and engagement between academia and practice cannot be underestimated. The ability to collectively reflect and assess impact moves beyond “an” intervention, allowing for more meaningful behavioural, social and system changes for the collective good, inspiring the next generation of marine leaders and ocean champions.