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This chapter explores the topic of supporting young people to become innovators for societal change in terms of equity and renewal from the perspective of school principals in Northern Ireland, a post-conflict society. We examine how school principals can be empowered in their role in providing this support and the challenges and turbulence that they face in their work. The chapter provides contextual information about education in what is still largely a divided society in Northern Ireland. The principals who were interviewed as part of this research were working within school partnerships as part of ‘shared education’ projects. In Northern Ireland, the Shared Education Act (2016) provides a legislative basis for two or more local schools from different educational sectors to work in partnership to provide an opportunity for sustained shared learning activities with the aim of improving both educational and reconciliation outcomes for young people. The challenges for school leadership of working in partnership in societies emerging from conflict has not been given the attention it deserves in the literature, so this work is significant in that it brings together a focus on school leadership in a ‘shared education’ context, drawing on theories of collaboration and turbulence to examine how principals can best be empowered to be agents of change, so that pupils in Northern Ireland can also become empowered to make society there more equitable and peaceful. While the focus is on Northern Ireland, the learnings from this study will be of wider interest and significance as similar challenges are faced by school leaders internationally.

Northern Ireland is a society divided by political, national and religious identities. Between 1968 and 1998, there was a violent political conflict in which 3,700 people died. Throughout the conflict, many looked to schools to work to improve community relations, even though the school system itself was divided on largely religious grounds. This chapter looks at education interventions in Northern Ireland aimed at promoting conflict transformation, with a particular focus on the shared education work of the 2000s which is based on collaborative networks of schools from the different communities. The collaboration involved in the shared education initiative is based on a participatory approach which emphasises teacher-led innovation and locally tailored school partnerships. This is in contrast to the defining features of the Northern Ireland school system which has always had a hierarchist character, even when education reforms in the 1990s introduced market principles and school competition. This chapter analyzes education policy and practice in light of these frameworks and considers the potential tension between the shared education approach given the prevailing ethos of the Northern Ireland education system. It suggests that the consequences of this potential tension remain unclear.

Since the early 2000s, China has been actively promoting school collaboration to narrow down educational gaps between schools to achieve inclusive and quality education for all. Among the reforms, building education groups has become one of the most widely adopted approaches for school improvement. This chapter aims at visualizing a hybrid model of school collaboration formulated by both hierarchist and egalitarian approaches in the Chengdu City of China. It starts with policy review on the construction of education groups for education improvement in China to interpret how social cohesion and regulation are constructed at policy level to promote school collaboration. Through data collected from education groups in District A of Chengdu, it then provides an analysis of the practice of improving education quality through promoting education groups among public schools in this province. The study reveals top-down policy initiatives, bottom-up school autonomy, and a shared responsibility for constructing quality education for all are key factors which enabled education groups to contribute to school improvement. The research also reveals how a lack of policy coordination and limited shared value and trust within education groups have become barriers to this reform. It concludes by discussing possible solutions for further promoting a sustainable school collaboration based on experiences of some ongoing practices at school level.

This paper aims to explore the creation of shared value (Porter and Kramer, 2011) through technical education by analyzing key events and factors associated with the midsize firm IMCA and the Business Initiative for Technical Education (BITE), a private-public alliance in the Dominican Republic.

The paper results from a five-year longitudinal case study that included an embedded participant (the third author of the paper) and was based on structured and unstructured interviews, observations and multiple archival records. Thematic and content analyses were applied to most of these sources.

IMCA’s staffing needs and search for a solid competitive strategy (one dependent on qualified technicians able to provide multiple services) was the original driver of BITE. The Initiative managed to enlist a formidable alliance of stakeholders, engaged in systemic, bottom-up, “small wins” approaches that targeted not only contents but also pedagogies that transformed multiple polytechnic schools. The initiative has resulted in significant corporate economic benefits and is currently altering fundamental aspects of the technical education of an entire nation.

The research upon which the paper is based consists of a longitudinal case study comprising the years 2011-2015. BITE is a long-term project of which only the first stages have taken place.

The paper focuses specifically on two modalities of shared value creation: productivity in the value chain and local cluster development. It expands the understanding of important issues around shared value creation through private investment in (technical) education, particularly around the following dimensions: curricular and pedagogical transformation, stakeholder engagement and place/time scale. Insights may be of particular relevance for developing regions with significant educational needs.

This study explores the impact of parents’ and children’s early expectations on children’s later school persistence and completion of compulsory and secondary education, paying special attention to the parent-child agreement in early educational expectations. Results from analyzing longitudinal data from the Gansu Survey of Children and Families (GSCF) show that children often carry educational expectations quite different from their parents’. Consistent with previous research, children’s and their parents’ early expectations are strong predictors of children’s later educational attainment. More importantly, the analysis reveals that children benefit greatly when they share with their parents’ high expectations. Those children whose high expectations aligned with their parents fair best in later educational outcomes: They are more likely to complete compulsory education and secondary education. The combined determination of parents and children can help moderate the negative impact of poverty and facilitate children’s continued efforts in fulfilling their expectations. This positive impact holds even for children from the most impoverished families. This study points to the importance to recognize that there are non-material resources that family could provide to advance children’s education.

The development of a knowledge society in the Arabian Gulf is a nested and contextualized process that relies upon the development of nation-specific knowledge economies and region-wide knowledge cultures. The role of internationally comparative education data and mass education systems in the Gulf as mechanisms for the development of knowledge economies, societies, and cultures are discussed and debated in relation to the unique contextual conditions countries operate within. The role of “big” data and mass education in creating expectations for achievement, accountability, and access is shown to significantly contribute to the development of knowledge societies by providing the infrastructure and capacity for sustainable change, which potentially leads to the institutionalization of knowledge acquisition, exchange, and creation in the Gulf and beyond.

Thirty-two qualitative research reports on co-teaching in inclusive classrooms, identified through a comprehensive literature search, are reviewed. Studies have included significant diversity in grade level, geographical location, setting, and took place in three different countries. Overall, teachers and administrators reported a high degree of satisfaction with co-teaching. However, a number of needs were also addressed, including administrative support, appropriate caseloads, planning time, student skill level, and co-teacher compatibility. Implications for research and practice are discussed.

The aim of this paper is to provide a comprehensive and detailed review of the state-of-the-art mechanisms of knowledge sharing in the education field as well as directions for future research.

In the current study, a systematic literature review until June 2017 is presented, which has been on the education’s mechanisms of knowledge sharing. The authors identified 237 papers, which are reduced to 71 primary studies through the paper selection process.

By providing the state-of-the-art information, the challenges and issues, this survey will directly support academics, researchers and practicing professionals in their understanding of knowledge sharing developments in education.

There are several limitations in this study. First, this study limited the search for articles to Google scholar and four online databases. There might be other academic journals, which may be able to provide a more comprehensive picture of the articles related to the knowledge sharing in education. Second, non-English publications were excluded from this study. The authors believe research regarding the application of knowledge sharing techniques have also been discussed and published in other languages. In addition, more studies need to be carried out using other methodologies such as interviews.

The paper presents a comprehensive structured literature review of the articles’ mechanisms of knowledge sharing in the education field. The paper’s findings can offer insights into future research needs.