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Believes that an urgent need for in‐depth understanding of the relationship of staff development to education quality exists in current educational reforms, policy making, and teacher education. Based on the existing knowledge of education quality, quality management and effective schools, aims to propose a framework to show how staff development can be designed and managed to contribute to the assurance and enhancement of school education quality from the perspective of seven multimodels of school education quality. Different models emphasize different aspects of school education quality and propose different strategies to enhance it. For ensuring long‐term school education quality in a changing educational environment, staff development can be organized and managed according to the major concerns of multimodels. Proposes some practical considerations for designing and implementing school‐based staff development.

This paper discusses the teaching and learning of sustainable development at a single additional support needs primary school in Scotland. This school provides education to students of ages 4–12 years and with learning requirements that may not be accommodated in a mainstream education setting. Teaching of sustainable development to students with additional support needs is bound by the same standardised education policies as mainstream primary education in Scotland, and yet, there needs to be differences in practices to ensure all students can access and learn from sustainable development experiences and opportunities. This study asks 2 questions: (1) How is sustainable development taught at an additional support needs primary school in Scotland? and (2) What makes an additional support needs primary school in Scotland successful with teaching and learning of sustainable development?

This paper is underpinned by the relational posthuman philosophy of kin and kinship. The paper draws on findings from a 2-year case study of a single additional support needs primary school in Scotland. The data were gathered through photography in photo-voice and semi-structured interviews with 12 participants. All participants of this study are education practitioners employed at the school and have a remit for teaching and/or supporting the teaching and learning of sustainable development at the school. Additionally, observations I made in my dual role as education practitioner and researcher of this study are included.

The main concept arising from the data collected is relationships. Teaching and learning practices are focused on providing students with sustainable development experiences and opportunities which may differ to that of a mainstream primary education school. The teaching of sustainable development at the case school is achieved through the entanglement of connections students make with their human and non-human kin, and the affect this has on them to become active agents in creating stronger communities and sustainable futures for all. Furthermore, the relationships these students have with their human and non-human kin are driven by the varying additional support needs of students, effectively meaning that students are involved with how they are taught about sustainable development.

The findings can have implications for formal education systems around the world by providing an alternative lens by which to view and review how teaching and learning of sustainable development occurs and what this currently looks like to students with additional support needs. A review of curriculum and the framework for teaching, learning and assessing sustainable development to students with additional support needs can ignite change towards inclusion in this area and enable all learners to be active agents of sustainability practices in their everyday lives. This in turn will ensure that all citizens can participate in sustainable development at a local level and thereby contribute to national and global climate change goals, and ultimately ensure all life (human and non-human) on Earth can flourish.

This paper provides an alternative view to the teaching and learning practices of sustainable development to students with additional support needs by thoughtfully considering who and what are our kin and how kinship is made. This posthuman theoretical perspective provides a lens by which to view the different relationships students with additional support needs have not only with people but also with objects, and how these connections can enable this group of vulnerable learners to become active agents in sustainable development practices in their communities, and, as such, through posthuman philosophy, this paper illustrates the intersection between sustainable development and inclusion. The study also reveals the successes and barriers of teaching sustainable development to students at a single additional support needs primary school in Scotland, and how kinship can promote agency in students with additional support needs by providing community spirit through connection with the human and non-human. Recommendation following this study is for governments, schools and education practitioners around the world to review how sustainable development is taught and learnt across formal education systems and to consider alternative relational posthuman teaching and learning approaches to sustainable development that shift away from tokenistic practices that are steeped in a humanist mindset.

Issues of women’s education and empowerment of women have been incorporated in the framing of the role of women in international development from the 1970s, primarily as a response to the liberal feminist movement agenda of the time. This analysis examines the degree to which liberal feminism and liberal feminist theory is reflected in comparative education scholarship in the lead up to and beyond the 2015 Sustainable Development Goals (SDGs). The analysis first explores the underpinnings of liberal feminism, which constitutes the ideal embedded in development education for girls and women. It follows up with a reflection on the literature in the field of comparative education that reference liberal feminism framework and feminist theory in exploring educational issues and ways in which the theory is located in the research. Illustration of examples that demonstrate the limits of liberal feminism as a theoretical framework and barriers to the use of liberal feminist theory as an ideological guide are captured in the findings. The search is limited to the six dominant scholarly outlets in the field of comparative education; namely Comparative Education Review (CER), Comparative Education (CE), Compare: A Journal of Comparative and International Education (Compare), Prospects: Quarterly Review of Comparative Education (Prospects), International Review of Education (IRE), and the International Journal of Educational Development (IJED). Only works that explicitly mention liberal feminism/liberal feminist perspectives are included in the analysis. This research contributes to the acknowledgement of the liberal feminist theory in development education and for the field of comparative education. It will also help with understanding the politics of ideology and representation in scholarship and development interventions.

The intervention of international organizations in the development of the Global South has been credited with expanding the freedoms, capabilities, and well-being of people so that they are more able to lead valuable and flourishing lives. There are, however, critical issues that need to be considered regarding the extent to which powerful donor countries of the Global North shape educational development work in the Global South. The need for education might be universal, but local communities should have a leading role in shaping its content and determining its goals. Drawing on postcolonial perspectives, we raise questions about northern involvement in educational interventions in the Global South including the role of loan conditionalities; the gradual encroachment of international business and corporate interests; the hegemonic control of knowledge; the dismantling of cultural values and ways of life; and the stereotype, racism and deficit perspectives that are frequently perpetuated. We argue for the need to rethink, reframe and reconstruct educational development in a way that will place the Global South at the front and center of the education process.

Since World War II, the United States has played a leading role in development assistance in both volume of funds and role. Though the largest bilateral development agency, USAID is somewhat of an outlier in modes of operation, scope and nature of activities, and place within government. This chapter examines the development and character of U.S. foreign assistance. Like others, the United States provides foreign aid for multiple reasons – to relieve suffering and promote long-term economic and social development, to gain favor with allies, to open markets, to help ensure national security. Security and diplomacy do play a large role in U.S. foreign aid, even in basic education. In the context of U.S. internal politics, both humanitarian/development and diplomatic/security rationales have been necessary to sustain public and government support for foreign aid. Still neither rationale has prevailed; the budget is split nearly in half. The need for a humanitarian rationale may be characteristic of U.S. foreign assistance along with the emphasis on democracy. Yet these programs have sometimes been distorted by the diplomatic rationale and the security needs of the state. Many of these tensions and the constant need to justify foreign aid likely derive from the perennial periodic isolationist thread of U.S. politics, the particular adversarial institutions of U.S. policymaking, and the transparency which leaves these processes open. Even so, U.S. development assistance has played a prominent role in the trajectory of international development post-World War II, and has worked to address many of the great challenges of the times.

This chapter will situate the global paradigm shift toward Post-Education-For-All (Post-EFA) not only in the policy trends in the field of international education development, but also in the academic context of international relations and comparative education.

The chapter highlights three dimensions which characterize the paradigm shift; namely, discourse on norms, diversifying actors, and the changed mode of communication and participation in the global consultation processes. The existing formal structure of the EFA global governance is based on multilateralism which recognizes sovereign nation-states, representing national interests, as the participants. However, such an assumption is eroding, given that there is a growing number of state and nonstate actors who influence decision-making not only through conventional formal channels, but also informally. Urging the revision of theories of multilateralism, the chapter introduces the attention given to nontraditional donors and horizontal networks of civil society actors in this volume.

The introduction also shows that that the widening basis of participation in the global consultation processes on post-EFA and advanced communication technology have changed the ways in which discourse is formulated. While the amount and the speed of exchanging information have been enhanced and different types of actors have been encouraged to take part, it also obliges scholars to adopt innovative methods of analyzing discourse formation.

The chapter also demonstrates the importance of the focus on the Asia-Pacific region, which is composed of diverse actors who often underscore Asian cultural roots in contrast to Western hegemony. By focusing on the discourse, actors, and the structure through which the consensus views on the post-EFA agenda were built, the volume attempts to untangle the nature of the post-EFA paradigm shift, at the global, Asia-Pacific regional, and national levels.

Over the past 30 years, China has made dramatic changes and improvements in various educational areas, including the educational technology field. These changes have been supported by policies initiated by the country's central government. This chapter reviews the historical development of China's educational technology policies, paying particular attention to the evolutionary process, and examining policy features that have influenced Chinese educational development. The Chinese education technology framework encourages the use of educational technology to address more ambitious goals for economic and social development and thus serves as an important catalyst for advancing Chinese education.

For generations, higher education in much of Sub-Saharan Africa has been disengaged from the problems of local communities largely due to the design of colonial education and the later thinking of industrial models of education where knowledge was received from experts at the top of the knowledge ladder. But new knowledge economics, the possibility of building collective learning frameworks and the need to solve globally linked problems that involve local communities is changing this thinking. Globally linked problems such as disease, environment, social and political stability and globalisation manifest locally and create challenges locally in various ways. This chapter explores the leadership of Zambia’s flagship university in serving the needs of local communities’ sustainable development with research and service resources of its graduate education system and its network. Understanding that knowledge is now formed both by collectives of people at the community level that is linked through major networks, it is particularly important that universities take a leadership role in building linkages to local communities. Specifically, leadership in the following community linkage areas are examined: community service schemes, consultancy services, research and project partnerships, community field tours and capacity development.

This chapter grapples with questions of agency in the development of African higher education, with a special focus on the Association of African Universities (AAU), an organization outside of formal education policymaking on the continent. Through the lens of rhetorical institutionalism, findings illustrate how the AAU has adopted and adapted competing institutional logics to exert influence over development policymaking. Next, I will discuss how systems of persuasion were cultivated and symbols employed to establish the legitimacy of the organization in a heterogeneous institutional field that includes universities, development agencies, nongovernmental organizations, supranational arrangements, and the influence of international financial institutions. This enabled the AAU to extend institutional logics into African higher education. This case study seeks to upend the pervasive crisis narrative that perpetuates both the impotence of African institutions and the stewardship of outside development elites. Finally this chapter considers the implications of this critical case study for development discourse and practice.

This paper applies a stakeholder salience theoretical framework to facilitate the understanding of the roles salient stakeholders can have in the integration of education for sustainable development, one of the important Sustainable Development Goals (SDGs), into Jordan’s university accounting education.

We used stakeholder salience theory to inform our study. This study adopted a qualitative research method. The study used semi-structured interviews to collect qualitative, open-ended data that explored the salient stakeholders’ thoughts, beliefs and feelings about their roles in influencing the integration of education for sustainable development into the Jordanian accounting curriculum.

The results indicate that education for sustainable development in accounting is important; however, most Jordanian salient stakeholders indicate their inability to integrate sustainable education into the accounting curriculum due to their lack of power to do so. The findings show that there is currently an inappropriate distribution of power, legitimacy and urgency amongst the salient stakeholders, who indicate that a progressive education solution is required in the critical area of education for sustainable development in accounting. This research indicates that a significant number of salient stakeholders would like the Jordanian government to provide power, legitimacy and urgency to enable accounting educators to become definite stakeholders as this will enable them to integrate sustainable education into the accounting curriculum.

The study is limited to Jordan only. The paper draws attention to the need for an appropriate distribution of power, legitimacy and urgency amongst salient stakeholders in Jordan.

This paper provides evidence that the salient stakeholders in this emerging economy want to make changes in their education system to address climate change concerns, an important SDG, through a better education curriculum for sustainable development in Jordanian universities.

Accounting educators should be given the power to make changes in the accounting curriculum, such as integrating education for sustainable development.

There is an inappropriate distribution of power, legitimacy and urgency amongst the Jordanian salient stakeholders and this imbalance hinders the integration of education for sustainable development into the accounting curriculum.