This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the…
Abstract
This chapter presents a comparative analysis of the English, Northern Irish, Arab Israeli, Trinidad and Tobago and the US cases. The focus is what we have learned from the research about: the relationships within Education Governance Systems to navigate turbulence; building capacity for empowering senior-level leaders to deliver on their manifestos and outstanding track records for school improvement; reducing the achievement gap between dominant groups and marginalised groups in International Governance Systems. The chapter identifies that all cases require participatory multi-stakeholder action to develop and support collaborative networked learning communities in practice. Such communities of and for practice need to Empower Young Societal Innovators for Equity and Renewal (EYSIER). Policy and Education Governance Systems have the potential to synthesise the best of what has been said and done in the past, with innovative ways of working by empowering networks of knowledge building and advocacy. These networks co-create opportunities for action learners to work together to describe intersectionalities of discrimination and begin to remove fear of discrimination and marginalisation from Education Governance Systems. From this position, senior-level leaders can work with their leaders, teachers, parents and students to optimise how learning about the self, and learning how to learn improves community education for all students and EYSIER.
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This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern…
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This introduction sets the scene for the study by explaining the rationale for presenting a comparative analysis of five nation states’ governance systems; England, Northern Ireland, Arabs in Israel, Trinidad and Tobago and the United States, with Nigerian interests represented in the research design. The context is that of a global phenomenon of a Black–White achievement gap (Wagner, 2010). The quality is world leading in terms of originality, significance and rigour. We present a theory of colonisation between groups with different interests, which includes nation states colonising other nation states, and dominant groups within nation states colonising marginalised groups. We also explored how dominant groups within educational governance systems may colonise marginalised groups within education governance systems. We theorised colonisation using Karpman’s Triangle (1968) identifying that different groups can be oppressor, and/or victim, and/or rescuer, and these roles may shift as changes occur in power and economic influence. We present the Empowering Young Societal Innovators for Equity and Renewal Model (Taysum et al., 2012, 2013, 2014, 2015, 2016, 2017) with five principals for equity and renewal. We explain the turbulence that senior-level leaders experience and how education governance systems need to empower their autonomy as credentialed educational professionals’ with track records of school improvement. Impact strategies to optimise students’ learning and students’ outcomes, and build the community’s values of social justice, courage and prudence need to underpin social mobility. These innovations are only possible if they are informed by grass roots participatory philosophical inquiry, that is informed by and informs policy, and is carefully monitored for quality assurance against the highest of educational professional standards.
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This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different…
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This chapter identifies that distributed leadership is about sharing power for political pluralism. Distributed leadership has a comprehensive commitment to bringing different groups with different interests, different languages and dialects, different knowledge bases, different metaphysical knowledge and different religions, or no religion, together through provisional agreement on key principals of political pluralism. Marginalised groups may not feel like they belong and may be vulnerable to ideologies that give them a sense of being disconnected from community. Such a position stands as a barrier to political pluralism and shared world views. The situation might be ignored in schools because developing political liberalism through participatory, evidence-informed leadership that is logical, moral and ethical requires time, and agents need to be prepared for such identity work. However, the problem cannot be ignored if community members seek to belong with risky gangs, and are vulnerable to radicalisation, which is very dangerous for them and for their communities. Empowering others may be achieved by developing their capability to ask good questions, and apply collaborative critical thinking for solving social and personal problems. Such empowerment requires shifts from hierarchical teaching of standardised knowledge that is right or wrong to doing the right thing as mature citizens in becoming. The chapter also identifies that it cannot be assumed that leaders are willing or able to distribute leadership, or that doing so would be a panacea for navigating the turbulence faced by their schools to empower societal innovators for equity and renewal. Rather, we concur with Leithwood et al. (2008) who advocate for a thoughtful and purposeful approach to developing leadership for school improvement.
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Alison Taysum, Khalid Arar and Hauwa Imam
In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland…
Abstract
In this chapter, we present a critical engagement with the methodology that each research team presenting a case study in this book from England, Arab Israel, Northern Ireland, Trinidad and Tobago and the United States adopted.
Education is a cultural project that consists of history, narrative and faith. The Black, Asian Minority Ethnicity (BAME) and senior leaders representing marginalised groups that we talked to in this research all stated that their faith, and religion was central to their service as an educational leader. The faiths represented in our research are Islam, Christianity, Sikhism and no faith where a humanitarian approach is taken. The chapter presents the scientific significance of what values underpin these leaders’ behaviours, and to understand how their values align with legislation, education policy and the values found in Education Governance Systems.
A constructivist comparative analysis approach was adopted to address four research questions. First, how do the senior-level leaders describe and understand how school governance systems and school commissioners empower them to develop school communities as societal innovators for equity and renewal for peace in our time? Second, how do they describe and understand the role mentors, and/or advocates play to support their navigation through the governance systems? Third, to what extent do they believe a cultural change is required to empower them in school communities to Empower Young Societal Innovators for Equity and Renewal for peace in our time? Finally, how can the findings be theorised to generate a theory of knowledge to action through impact strategies within an international comparative analysis framework?
Each of the five international cases collected the narrative biographies of up to 15 superintendents, or chief executive officers of multi-academy trusts of colour. In the Northern Ireland case, eight religiously divided key agents of change were selected as an equivalence for the governance structures in the other five case studies. The total number of senior-level leaders participating in the five case studies was 40.
Each author read their findings through Gross’ (2014) Turbulence Theory and typology to categorise the level and the impact of the challenges the key agents of change need to navigate as they mediate between the governance systems. Gross (2014, p. 248) theory of turbulence is used as a metaphor and states that ‘turbulence can be described as “light” with little or no movement of the craft. “Moderate” with very noticeable waves. “Severe” with strong gusts that threaten control of the aircraft. “Extreme” with forces so great that control is lost and structure damage to the craft occurs’. The chapter identifies the findings were read through the theory of turbulence to reveal the state of the Education Governance Systems and their impact on empowering cosmopolitan citizens to participate fully and freely in societal interactions and cooperation between diverse groups. The authors’ chapters are subject to a comparative analysis that took place at the European Conference for Educational Research Annual Conference in two large seminars (Taysum et al., 2017) in Denmark, further developed by the editors and committed to peer-review.
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The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems…
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The aim of this book is to set an agenda and address a gap in the literature regarding Turbulence, Empowerment and Marginalisation in International Education Governance Systems and its relationship with narrowing the global phenomena of a Black-White achievement gap.
The aims are met by addressing the following quesitions. First, how do senior leaders of Educational Governance Systems who are from and represent marginalised groups in society, describe and understand how School Governance Systems empower or disempower them to develop school communities as societal innovators for equity, and renewal? Second, how do these senior-level leaders within Education Governance Systems describe and understand the role mentors and/or advocates play to support their navigation through the turbulence? Third, to what extent, do these senior-level leaders of Education Governance Systems believe a cultural change is required to empower them in school and college communities including staff, families, students and community partnerships to Empower Young Societal Innovators for Equity and Renewal (EYSIER)? Finally, what theories of knowledge to action emerge regarding how these senior-level leaders might successfully navigate turbulence to empower marginalised groups for equity and renewal for all in Public Corporate Education Governance Systems?
We identified in Chapter 1 that the context is one of colonisation between different groups. In Chapter 2, The review of literature focused on turbulence in Education Governance Systems and identified the global distribution of knowledge concerning education from cash-rich countries has had a tremendous impact on what is taught and tested in schools. Nation states that are not cash rich are marginalised in a global politics. International Testing Industries examine the output of national education systems through a global lens. These studies do not shed light on: the socio-economic, or political context that shape the values, primary moral virtues and secondary intellectual virtues and acts of particular legislation; the fair funding formulas that underpin the allocation of funds to the construction of infrastructure; the Education Governance Systems structures and agencies; and the organisation of processes and practices of the education system within the international community. Intellectual and cultural colonisation that may lack what Adler calls moral and ethical frameworks may accelerate the commodification of education. Chapter 3 critically discussed how we implemented the same research design in each case taking a humanistic approach and identified that the research adopts a shared world view and seeks to recognise scientific, intellectual knowledge, and metaphysical moral and empirical knowledge. Chapters 4 through 9 presented the English, Northern Irish, Arab-Israeli, Trinidad and Tobago and the United States cases, and each case identified a clash of values between the professional educational credentialed senior-level leaders with track records for outstanding school improvement, and those in Educational Governance Systems with: no professional credentials; no track record of school improvement; a tendency to promote competition rather than cooperation; a desire for internal succession planning, rather than succession planning to achieve national education goals. The clash of cultures put senior-level leaders into a mode of protectionism with a focus on keeping their post and ‘watching their backs’, rather than building capacity for sustainable instruction within the Education Governance Systems they lead manage and administrate to optimise students’ learning, students’ outcomes and social mobility.
These senior-level leaders with Professional Credentials, and outstanding track records of school improvement need Education Governance Systems to empower them to do their job and create realistic opportunities to develop networks of professional experts in partnership with the academy to support them navigate any clash of world views. Funding is required for professional learning to ensure ‘old opinion is handed down among them by ancient tradition’ that is rationalised with logic, compared and contrasted with empirical evidence, and synthesised with innovations guided by a moral compass within an ethical infrastructure. These senior-level leaders need to be empowered to empower their staff as autonomous professionals to empower the parents and the students to gain the thinking tools they need to be lifelong learners with the capability to be self-legislating. This requires a culture change that prioritises the moral virtues of learning how to learn as moral citizens in becoming, above the secondary intellectual virtues demonstrated through success in high stakes tests.
Knowledge to action reveals young people need Education Governance Systems that EYSIER and underpin success in student outcomes for social mobility. Success in both these spheres will enable them to break their chains that have kept them dependent on the guidance of others who may seek to exploit them (De Gruy, 2008).
Further research is recommended to implement the knowledge to action impact strategies that emerge from all five cases.
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Jessica M. Ray, Rebecca Berg and Stephanie N. Sudikoff
Changes in the physical environments of health care settings have become increasingly common to meet the evolving needs of the health care marketplace, new technologies, and…
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Changes in the physical environments of health care settings have become increasingly common to meet the evolving needs of the health care marketplace, new technologies, and infrastructure demands. Physical environment change takes many forms including new build construction, renovation of existing space, and relocation of units with little to no construction customization. The interrelated nature of the complex socio-technical health care system suggests that even small environmental modifications can result in system-level changes. Environmental modifications can lead to unintended consequences and introduce the potential for latent safety threats. Engaging users throughout the change lifecycle allows for iterative design and testing of system modifications. This chapter introduces a flexible process model, PROcess for the Design of User-Centered Environments (PRODUCE), designed to guide system change. The model was developed and refined across a series of real-world renovations and relocations in a large multihospital health care system. Utilizing the principles of user-centered design, human factors, and in-situ simulation, the model engages users in the planning, testing, and implementation of physical environment change. Case studies presented here offer exemplars of how to modify the model to support individual project objectives and outcomes to assess at each stage of the project.
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ELEVEN years ago a small group, of whom the writer was one, met in Oud Poelgeest Castle in Holland to consider forming a European body concerned with Work Study. They share a…
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ELEVEN years ago a small group, of whom the writer was one, met in Oud Poelgeest Castle in Holland to consider forming a European body concerned with Work Study. They share a sense of pride that the Federation which emerged will celebrate its decennary next month. Sadly, of the four British members of that group only two survive to greet the event.
B.L. Luk, K.P. Liu, A.A. Collie, D.S. Cooke and S. Chen
Aims to report on the various types of tele‐operated mobile service robots for remote inspection and maintenance, especially in the field of nuclear industry.
Abstract
Purpose
Aims to report on the various types of tele‐operated mobile service robots for remote inspection and maintenance, especially in the field of nuclear industry.
Design/methodology/approach
Describes nuclear electric robot operator (NERO), Sizewell A duct inspection equipment (SADIE), Robug‐IIs (all leg‐based) and Roboslave (wheel‐based).
Findings
That these robots can handle a significant portion of inspection and maintenance tasks in a typical nuclear plant, though, given that they are primarily tailor‐made, they are still too expensive for ordinary industries.
Originality/value
As the interests of health and safety and paramount, this study sees the use of such robots expanding and diversifying, irrespective of cost.
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While dealing with samples as they arrive daily, and sometimes hourly, throughout the year, the Public Analyst gets little opportunity of reflecting on the general trend of his…
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While dealing with samples as they arrive daily, and sometimes hourly, throughout the year, the Public Analyst gets little opportunity of reflecting on the general trend of his work, its significance in the life of the community, and upon the changes in conditions and customs that may have some bearing on its development. The occasion to take a few hours off from the daily routine in writing this Annual Report provides an appropriate opportunity to look at the work in some sort of perspective, to review briefly the past and to cast a glance towards the future. The concept of Public Analysts occurred in the 1860's, when there was no dearth of evidence that all was not as well as it should be in the matter of foods and drugs on sale to the public; but reform in these matters made a slow start for the simple reason that only isolated practitioners were available who possessed the necessary competence and experience. Bearing in mind the simple character of their apparatus, the limited range of their reagents, and the almost complete absence of technical literature, we, their successors, take off our hats to the early pioneer Public Analysts. With little encouragement and for small reward they plodded away to expose to day‐light the crude forms of adulteration then being practised and commenced the process of debunking the unwarranted claims made for many preparations on sale. They developed a science of analytical chemistry at their own expense, devised their own processes, and produced their own literature, thus beginning the slow process that ultimately made possible the greatly improved standards prevailing today in the quality of the foods and drugs available to the public. So much for the reasonably glorious past. With regard to the present, although the Public Analyst is far from complacent about the existing state of affairs, and is in fact in many ways dissatisfied and highly critical of his organisation, he nevertheless realises that there is much to be thankful for. For one thing, the public, who, curiously enough, in the past have shown a morbid fascination for worthless products as long as they were attractively packed and glamorously advertised, are now becoming more enlightened in matters of food. They dislike having their illusions shattered, but they are beginning to appreciate the bearing that pure food has upon their health, and honest food on their pockets. As the Public Analyst is virtually responsible for bringing about these things, he has come to be more acceptable, and his existence is less begrudged than H.M. Inspector of Taxes, for instance. In the second place, as one consequence of the increasing knowledge of nutrition, important sections of the Ministry of Food have been deputed to bring up to date the law on food questions, to introduce definite standards of composition, and to fix limits for impurities. The Ministry has also dealt with the question of labelling and advertising, and has, in fact, done some excellent work in this direction. The result is that a Public Analyst no longer works, as it were, in vacuo, having to pit his own opinion against that of the defence, but has a good deal of official backing which enables him to assess his problems with more precision. In the third place, the Royal Institute of Chemistry has regularised the standard of competence of Public Analysts, and has played its part in ensuring that facilities are provided for the training of necessary recruits to the profession. There are, on the other hand, some notable weak points in the present position which occasion concern. Generally speaking, Public Analysts have fallen sadly behind in the economic scale, and frequently have the depressing experience of seeing promising young analysts go off at a tangent into industry, teaching, and other professions, just as they are accumulating the specialised experience which is a necessary complement to their basic training to make them good future Public Analysts. There is one outstanding technical anomaly which has been commented upon a good deal recently. The mass production of foodstuffs accompanied by nationally‐wide advertising has resulted in identically similar articles being obtainable almost anywhere between Land's End and John O'Groats. As the situation is at present, every Public Analyst is liable to sample the same product, which is not only inefficient in that it entails duplication of work, but, where prosecutions are made, may lead to uneven standards of justice being applied in different parts of the country. The manufacturers have to attempt to clear themselves in the eyes of the law many times for what is virtually the same offence. This is typical of a number of matters which Public Analysts themselves are conscious of and hope to see put right. The next few years may possibly see radical changes in the organisation. Some revolutionary suggestions are being put forward that the status quo should be scrapped and replaced by a few regional laboratories, but the matter needs very careful consideration. In theory laboratories organised in larger units would make for greater efficiency, and, indeed, only those beyond a certain minimum size could justify all the necessary equipment. . But the work of the Public Analyst has always had, and still retains, a good deal of local character, and matters can often be put right by personal contact where official action from a remote centre would not achieve the desired effect. The Analyst should begin to lose the “one guinea per sample ” mentality and be regarded as a consultant to his local authority on all chemical matters. Given a direct approach to the various committees with which he comes into contact, adequate accommodation and equipment, and sufficient suitably trained staff to make some degree of specialisation possible, the present organisation has many years of useful work before it. Problems concerning water supply, sewage disposal, atmospheric pollution, and similar matters, will always arise; while short of some radical change in human nature the percentage of adulterated samples of food and drugs, either as a result of fraud, misunderstanding, or accident, will not go down to nil. Until that desirable state of affairs comes about, the public will need, and possibly demand, expert protection of the kind which is at present associated with the Public Analyst.