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The overall aim of this article is to discuss the conditions and character of collective protest in schools. When do pupils as a collective gain the ability to express critical views on the policies of schools, and what is that criticism about? Using Sweden as an example, I discuss this question by studying the collective organisation of pupils from the 1920s to the 1980s.

The article discusses and compares two phases of pupils' collective organisation in Sweden: one dominated by pupil councils, one by national organisations. The article discusses how pupil councils at individual schools arose in the wake of the 1928 grammar school charter, and illustrates its influence using a case study of a grammar school in Stockholm. Furthermore, the article investigates how national organisations, first formed in 1952, expressed their concerns about national school policies.

The first phase (ca. 1928–1951) was dominated by the idea of discipline, and the main task of pupil councils was to help teachers in maintaining discipline. The second phase (ca. 1952–1989) was instead characterised by a heightened focus on protests and democracy. From then on, the main idea was that pupil councils and national pupil organisations should change the school, making it more suited to the needs of the pupils.

There is much research on university students and student uprisings. However, much of the previous research on the student voice is related to the upheavals of the long 1968. By concentrating its efforts on a limited time period when protest was more obvious, previous research has arguably not been able to discuss transformations over time.

Educational management's main task is to achieve learning quality outcomes in acquiring knowledge, scientific skills and social values. This study aims to provide a background on Egyptian thought development in educational management from 1990 to 2020.

In this study, we used the descriptive method to collect and interpret data. This method aims to describe an object of phenomena after data collection, analyze it, identify the conditions and relationships between variables and monitor the challenges arising from Egypt's educational system's problems.

The results showed the following: (1) the trend toward decentralization of educational management is not fulfill during that period and (2) the district and directorate administration continued to receive administrative instructions from the managerial ladder's highest authorities. The Ministry of Education was in control of policy decision-making processes and administrative and financial responsibilities. Many decisions and laws hinder decentralization, such as centralizing examinations, curricula and teachers' recruitment and transfer.

The challenges of developing educational management are related to the shortage of modern management methods in administrative leadership, organizational behavior and decision-making, such as human relations and decentralized administration. Also, the insufficient material resources, managerial competencies and educational, intellectual stagnation among many leaders and administrators.

The purpose of this paper is to critically review the well-intended plan by the government through the Ministry of Education to continue providing quality learning through online learning and in an equitable and inclusive manner during school closures due to the COVID-19 pandemic.

This paper is based on a review of the available literature including assessment reports, academic studies and media reports.

The paper revealed that despite the visionary plan by the government that the development and implementation of an emergency response plan would ensure equitable and inclusive continued learning for all students, those learners who were disadvantaged, including those living in remote areas and urban informal settlements, girls and learners from low–socio-economic households, found it even harder to access lessons. In fact, the existing digital divide on the part of the learners and schools served to reproduce or even widen inequities in learning. The COVID-19 pandemic evidently made these inequities more visible or even worse. What had been conceived as and intended to be an equitable and inclusive learning exercise ended up marginalising learners in already marginalised spaces.

While the researchers made an attempt to search for as many documents as possible, the documents selected for the paper are limited to those that explored the online learning during COVID-19 in Kenya. These reports were critically examined with a view to providing a clear picture of what online teaching and learning was like and how this picture embraced notions of fairness and inclusivity hence equity. Despite all these, there was the possibility of having some biases in the used reports. However, the researchers carefully read them triangulating them with others with similar information in an attempt to filter biases.

The paper has demonstrated how the learning process can be influenced by the provision of the relevant teaching and learning materials, tools and infrastructure.

This paper has clearly demonstrated the position that learning is a social process and which is affected by the social factors such as gender roles, socio-economic status and the social environment in which it occurs.

The paper contributes to ongoing discussion about the potentials and challenges of online learning particularly in a country like Kenya where equity in learning still remains a considerable challenge mainly as a result of the existing socio-economic, regional and gender disparities in learning. The paper makes a contribution in terms of an authentic mode of thinking that should guide the process of provision of “learning for all”.

Models of Child Health Appraised (MOCHA) defines school health services (SHSs) as those that exist due to a formal arrangement between educational institutions and primary health care. SHSs are unique in that they are designed exclusively to address the needs of children and adolescents in this age group and setting.

We investigated SHSs have been provided to schools and how they contribute to primary healthcare services for school children. We did this by mapping the national school health systems against the standards of the World Health Organization, and against a framework measuring the strength of primary care, adapting this from an existing, adult-focused framework.

We found that all but two countries in the European Union and European Economic Area have SHSs. There, however, remains a need for much greater investment in the professional workforce to run the services, including training to ensure appropriateness and acceptability to young people. Greater collaboration between SHSs and primary care services would lead to better coordination and the potential for better health (and educational) outcomes. Involving young people and families in the design of SHSs and as participants in its outputs would also improve school health.

The underrepresentation of women in engineering has important consequences for meeting the need for a larger, talented scientific and technological labor force. Increasing the proportion of women faculty in engineering will help increase the persistence probabilities of women undergraduate and graduate students in engineering, as well as contribute to the range and diversity of ideas toward innovations and solutions to the greatest engineering challenges. This study aims to examine the association among gender, family formation and post-PhD employment patterns of a cohort of engineering doctorates.

Using the National Science Foundation’s Survey of Doctorate Recipients data, 2001–2010, descriptive and multinomial logit regression analyses are conducted to illustrate the career trajectories of engineering PhDs over a ten-year period.

The career trajectories of engineering PhDs are nonlinear, and transitions between employment sectors commonly occur over the ten-year time period studied. Although women engineering PhDs with young dependents are less likely to be employed initially after PhD completion, they tend to enter the workforce in the academic sector as time progresses. Early post-PhD employment as a postdoctoral researcher or in the academic sector contributes to the pursuit of the professoriate downstream.

While previous studies tend to focus on the early career outcomes of science and engineering students, this study contributes to the literature by focusing on the long-term career outcomes of engineering doctorates. Research findings provide engineering PhD students and PhDs with more information regarding potential post-PhD career trajectories, highlighting the multitude of career options and transitions that occur over time. Research findings also provide higher education administrators and doctoral program stakeholders with foundational information toward designing and revitalizing professional development programs to help PhD students prepare for the workforce. The findings have the potential to be applied toward helping increase diversity by shaping policies and programs to encourage multiple alternative career pathways to the professoriate.

The purpose of the paper is to report the findings of a synthesis of literature reviews and stakeholder interviews conducted in Nigeria, Sierra Leone, Sudan, Tanzania, Zambia and Zimbabwe. The synthesis provides an overview of instructional leadership policy and practice in these six countries.

This paper reports the findings of a systematic literature review, and participant interviews, in six sub-Sahara African countries. The research links to the British Council's initiative to develop instructional leadership in developing contexts, including the six countries featured in this submission.

The findings show diverse policy and practice of instructional leadership in these African contexts. Three have no explicit policies on this important leadership construct, while the others have relevant policy statements but limited evidence of instructional leadership practice.

The research provides an overview of instructional leadership policy and practice in these six countries, but more school-based research is required to develop grounded evidence on whether and how this is practiced. The pandemic inhibited such school-based research in 2020. The study provides emerging evidence of the impact of instructional leadership on school and student outcomes, confirming what is known from international research.

Developing awareness of how instructional leadership can improve student learning, linked to appropriate training, could lead to more effective schools.

The Sustainable Development Goals stress the importance of high quality education for economic and social development. Leadership is an important aspect of quality, and the research reported in this paper shows the potential for instructional leadership to enhance student learning.

This is the first cross-national study of instructional leadership in sub-Saharan Africa.