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This chapter reports on a qualitative study that investigated the functioning of school governing bodies as a tool for promoting democracy in two schools. Data was gathered through interviews, observations and document reviews. Findings revealed that democracy was in existence and practiced at both schools and that it was characterized by shared decision-making and acknowledged rights of individuals, representation, participation and equality. Two structures for promoting democracy were found to be in existence in both schools, and these are school governing bodies and representative councils for learners. Such structures were found to be functioning effectively and contributing to the democracy in schools. However, although the learner voice was represented at both schools, learner participation in crucial issues in both the schools was limited. The study recommends that all teachers, learners and parent representatives on the SGBs be trained in skills such as deliberation, debate, dialogue and managing differences. Furthermore, training or capacity building related to advocacy skills and leadership development should be provided for all members of the SGB including teachers. The more learners, parents and staff are involved in school policy and decision-making, the more there is a genuine community involvement in schools, and the more effective a school becomes. Also, schools need to move towards learner-initiated decision-making where learners initiate the process and invite adults to join them in decision-making. Also, there is need for teachers to be trained in democratic ways of operating in the school and classroom, which will possibly help them learn ways of working democratically in both the whole school and the classroom.

The purpose of this paper is to provide a systematic review of the literature on school leadership and management in South Africa, linked to the 20th anniversary of democratic government and integrated education.

The authors conducted a systematic review of all published work since 2007 with a more selective review of sources before 2007.

The findings show emerging evidence about the development of school leadership and management in South Africa but they also highlight on-going challenges, including poor learner outcomes, conflict with teacher unions, uneasy relationships between principals and school governing bodies, and leadership which remains focused on administration rather than teaching and learning.

The findings show that research on school leadership and management is developing but remains limited in terms of its scope and a reliance on small-scale unfunded projects.

The findings confirm the need for specialist leadership training for current and aspiring principals and for other senior and middle leaders.

The findings show that South Africa remains a divided society with great differences in the quality of education available to learners, based on social class rather than race.

The paper’s value lies in the comprehensive and systematic review of research on school leadership.

Europe is comprised of geographically and politically diverse countries, with different cultures and languages, at different stages in their progress towards achieving inclusive education for diverse ranges of learners. This chapter discusses cross-country collaborative work conducted within the European Agency for Special Needs and Inclusive Education. The work supports countries in meeting commitments to Sustainable Development Goals in Quality Education, by developing and implementing more inclusive education systems. This collaborative approach is based on a shared vision and evidenced-based key principles to guide policy development. It highlights the challenges alongside the progress achieved in European Country contexts towards SDG 4 targets.

In the last four years, since Volume I of this Bibliography first appeared, there has been an explosion of literature in all the main functional areas of business. This wealth of material poses problems for the researcher in management studies — and, of course, for the librarian: uncovering what has been written in any one area is not an easy task. This volume aims to help the librarian and the researcher overcome some of the immediate problems of identification of material. It is an annotated bibliography of management, drawing on the wide variety of literature produced by MCB University Press. Over the last four years, MCB University Press has produced an extensive range of books and serial publications covering most of the established and many of the developing areas of management. This volume, in conjunction with Volume I, provides a guide to all the material published so far.

Industry skills council (ISC) in Korea is at an earlier stage in terms of its formation and incubation. As a governance model similar to sector councils in Canada and UK, it still requires training and development of talents who work for ISCs. The purpose of this study is to analyze the effectiveness of training programs that are currently provided to personnel of the ISC to foster their learning systematically and to develop measures for effectiveness of the training programs.

This study evaluated the training program for the staff of the ISC secretariat as a tool to activate the councils’ main functions. In terms of methodology, we developed an effective training model to measure the training transfer and used it as an analytical framework for evaluation. Success case method was applied to identify the best case of training transfer that reinforces the role and function of ISC.

Learning transfer can help not only the transfer of the learning contents but also the role of the organization that the members belong to and strengthen the function of the ISC. By transferring the content matter of the learning, it can help strengthen the capacity of members to carry out the roles and functions of the ISC, and further strengthen the functions of the council and the role of key players in labor markets.

An effective training model for the personnel of national sectoral bodies or non-profit organization can be further investigated.

The learning transfer evaluation model for ISC staff has unique characteristics that are different from previous studies. ISC has the characteristics of public goods that are established with government support and are active in developing human resources in each industry sector.

Incubating ISC in South Korea is at an earlier stage in terms of research and policy practice. The research findings in this study lay the foundations for further empirical explorations.

European-level debates regarding inclusion have most often focussed upon meeting the needs of learners with special educational needs (SEN) which occur as a result of learning difficulty or disability. In most European countries, the conceptualisation of educational inclusion has grown out of discussions surrounding specialist segregated provision, integration and mainstreaming (Donnelly, V. J. (Ed.) (2010). Inclusive education in action: Project framework and rationale. Odense, Denmark: European Agency for Development in Special Needs Education). Inclusive education has – until relatively recently – been most often interpreted and understood as primarily concerned with efforts to meet the needs of this group of learners within mainstream and not separate educational contexts.

This chapter considers the differing and constantly changing conceptions of inclusion in countries. It draws on recent European Agency work with member countries that identifies policy and practice developments around inclusion indicating a move in thinking from SEN to special needs education (SNE), then inclusive education towards inclusive education systems.

The purpose of this paper is to describe the results of a research study on eLearning across Europe. The aims are to identify the main focus of eLearning projects supported by the European Leonardo da Vinci programme and to give recommendations for the future.

The objectives were achieved in two different steps: First, the projects were categorized by the researchers according to an agreed set of criteria. This in turn led through the so‐called funnel methodology to a representative selection of eLearning projects which were evaluated more deeply by means of expert interviews.

The study showed that technical matters and narrowly‐defined subject areas still receive the most emphasis by eLearning developers. What is needed, however, is a stronger focus on the learners and their needs. The need for innovation in eLearning is not in the area of technological innovation, rather pedagogical innovation and increased value, for the learners need to play a more important role in eLearning projects.

This thematic monitoring should be seen as only a first step and needs to be continued to help steer the development of eLearning projects financed by the European Commission.

The main focus of the outcomes is the necessity of the enforcement of learner‐oriented approaches instead of technology‐driven approaches in order to create added value for the eLearners.

This project was the first overall European monitoring in the field of eLearning, analysing the actual changes in thinking on eLearning and defining clear recommendations for the future.

The purpose of this paper is to describe and analyse what retail and hospitality industry employers want from training and trainers.

The research project was undertaken for Service Skills Australia, the Australian Industry Skills Council that oversees formal training for a range of service industries in Australia. The paper utilises data from focus groups and telephone interviews with representatives of the retail and hospitality industries, and telephone interviews with staff of the relevant UK Sector Skills Councils, to provide international benchmarking for the issues raised.

Results showed that, while industry representatives stated that they prioritised industry skills and knowledge above education skills and knowledge, a complex mixture of the two was required, which was generally felt to be lacking. Curriculum for training was also perceived to be deficient, despite Training packages having been developed in consultation with industry. A comparison with the UK interviews with senior staff at the UK Skills Councils for the two industries showed similar issues and suggested some possible ways forward for Australia.

The paper provides three major areas where improvement in VET training and trainers would be welcome and gives useful initiatives for improvement in those areas.

Purpose. To convey the initial findings of Biblio.for.mEDA, an EU project exploring lifelong learning provision for adults in public libraries set in the context of a literature review regarding support for learners in public libraries. Design/methodology/approach. A total of 20 public library authorities in England agreed to participate in a survey of the resources, support and staffing to facilitate lifelong learning in public libraries. The data were analysed manually and reported here, including current provision for learners, collaborative working, plans for the future and consideration of the impacts on staff. The findings are reported in the context of other research exploring learning in public libraries and consideration of authority's web sites, annual library plans and position statements. Findings. Depicts current lifelong learning provision in public libraries and the challenges faced by staff in supporting learners. The varying degrees of learner support provided by library services are described including assistance for adults with basic skills needs. Research limitations/implications. The findings are indicative as only 20 public library managers completed the lifelong learning survey in the UK. Practical implications. Provides an extensive review of the literature pertaining to learning in public libraries. Results of the project provide a useful snapshot of current lifelong learning activity and the ways in which services are working to support adults wishing to learn. Originality/value. This paper offers recent research results and analysis of a pressing public library issue for practitioners.