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This chapter will examine the interplay among actors who took part in the process of consensus building towards a post-2015 education agenda via different channels of global governance, including both formal and informal channels.

Most of the forums and entities established as part of the global governance structure are composed of representatives from UN or UNESCO member states, civil society organizations (CSOs) and UN agencies. However, each of these categories has diverse constituent groups; representing these groups is not as straightforward a task as the governance structure seems to assume. Therefore, based on interviews and qualitative text analysis, this chapter will introduce major groups of actors and their major issues of concern, decision-making structure, mode of communication and relationship with other actors. Then, based on an understanding of the characteristics of the various channels and actors, it will present the structural issues that arose during the analysis of post-2015 discourse and the educational issues that emerged as the shared concerns of the ‘education community’. While most of the analysis to untangle the nature of discourse relies on qualitative analysis of texts and interviews, the end of this chapter will also demonstrate the trends of discourse in quantitative terms.

What was the post-2015 discourse for the so-called education community, which in itself has an ambiguous and virtual existence? The keywords post-2015 and post-EFA provide us with an opportunity to untangle how shared norms and codes of conduct were shaped at the global scale.

William R. Freudenburg’s work contributes to an understanding of how local and external factors influence environmental quality through land-use planning and growth management. A recent Adirondack planning study (Ruzow Holland, 2010) explores and analyzes, through the methodological lens of Participatory Action Research (PAR), how the town comprehensive planning process evolved within the community of Willsboro, New York (2010 Population 2025). Access to knowledge, technology, and deliberative decision making reduces the power of the “Privileged,” including external influences, to control the rate and type of local land development. The analysis illustrates the conversion point(s) of Freudenburg’s sociology of knowledge, power, and natural resources with the lessons learned from a place-based PAR, land-use planning project.

This chapter presents William (Bill) H. Carris's distinctive organizational design for a positive and practical model of 100% employee-governance in the movement toward 100% employee-ownership of the Carris Companies, a manufacturer of wood, plastic, and metal reels in six United States locations and one in Mexico. The positive approach in the redesigning of the Carris Companies’ corporate governance was distinguished by the commitment to teach employees the business, the one-person, one-vote provision, the discounted sale price, and a transparent accountable model for decision-making. Multiple theories of corporate governance and organizational design are applied within this case. The analysis suggests that the Carris Companies’ commitment to its positive design facilitated its adherence to its long-term vision of shared ownership and governance, independent of upturns or downturns in the industry and economy. Further, not only were these fundamental to organizational success, the efforts by the Carris Companies contribute to the growing fields of positive design and positive organizational scholarship.

Science is too important to be left solely to scientists, and so the public need to be involved in the design, funding, delivery and implementation of health research, and in discussions about the ethics of research. Since the 1960s, the United Kingdom and many other countries have included scientists from outside health care in various roles in health care research, as well as nonscientists, ordinary citizens, patients and carers. In the last 20 years, these roles have increased in number and range, but significant challenges remain in ensuring that research is always conducted in an ethical fashion. Errors arise when it is assumed that research is ethical because it has passed a single test rather than being subject to constant vigilance; when academic training on its own is regarded as sufficient to guarantee ethical conduct; when pontification about sophisticated dilemmas ignores fundamental matters of equity and helpfulness and when there is an absence of curiosity about the value positions of others (Boaz et al., 2016). We argue in this chapter that in every setting, citizens have the potential to contribute to ethical debates, whether they assist in establishing priorities for research funding, serve as research funding co-applicants, take the lay member places on Research Ethics Committees and Steering Committees, collect and analyze data or co-author academic papers.

This is a qualitative study of eight merged organizations. They consist of a unique sector, namely Catholic men's religious provinces. The study attempts to determine characteristics of successful mergers by understanding the processes and dynamics of mergers when membership needs to be involved and in some cases give approval of the merger. Regardless of the initiation of the merger or the processes utilized it appears that three factors and one result bring about success. A clear mission-driven purpose, authentic leadership, and inclusive engagement are essential elements of any process. They set the path for building trust among members and organizations, which may result in organizational renewal.

In this chapter, Natascha Hofmann discusses the policy measures for improving the (education) situation of Roma in Europe. It concentrates on the post-war turning points and corresponding discourses before reviewing aims, outcomes and legacies of the Decade of Roma Inclusion 2005–2015 proclaimed by the European Union (EU). According to Hofmann the past decades reveal a shift in the discourse of how Roma living conditions and perspectives are perceived in Europe. Reasons for that can be seen in processes referring to fields of bottom-up movements of Roma organisations, top-down approaches of the EU and its member states, shifting borders and the implementation of human rights. Outcomes of the Decade of Roma Inclusion show the importance of educational achievements, but also the importance of educational work of mentors and mediators within the communities and within the regional and national societies. Regarding the bottom-up movement of Roma organisations there seems to be a generation change not only regarding educational achievements but also by dealing with being visible as Roma and by promoting new narratives of being Roma.

Over the past decade the policy debate over improving U.S. public education has focused on market solutions (charter schools, privatization, and vouchers) and teacher evaluation through high stakes standardized testing of students. In this debate, teachers and their unions are often characterized as the problem. Our research offers an alternate path in the debate, a perspective that looks at schools as systems – the way schools are organized and the way decisions are made. We focus on examples of collaboration through the creation of long-term labor-management partnerships among teachers’ unions and school administrators that improve and restructure public schools from the inside to enhance planning, decision-making, problem solving, and the ways teachers interact and schools are organized. We analyzed how these efforts were created and sustained in six public school districts over the past two decades, and what they can teach us about the impact of significant involvement of faculty and their local union leadership, working closely with district administration. We argue that collaboration between teachers, their unions, and administrators is both possible and necessary for any meaningful and lasting public school reform.