Search results

Framed within the bioecological model, this autoethnographic case study explores the author’s experiences as a working mother of two children with disability prior to, during and after emerging from compulsory remote learning arrangements in Victoria, Australia due to the COVID-19 pandemic. The purpose of this paper is to address this issue. The intention of this paper is to share the author's experiences.

Bronfenbrenner’s bioecological model was overlaid on the author’s experiences to explore direct and indirect impacts on her agency, educational priorities and personal values through each level of the model.

This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.

This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.

The present study explored the extent to which home–school interactions for students with disability are addressed within Australian Federal, and State and Territory government and Catholic education department policies and guidelines.

Utilising a framework adapted from Trezona et al.’s (2018a, b) Organisational Health Literacy Responsiveness self-assessment tool, a document analysis of pertinent policies and guidelines provided an opportunity to understand the prominence of home–school interactions within these guiding documents, the prioritisation of home–school interactions, as well as stipulated actions, implementation resources and monitoring processes.

The findings of this analysis indicate that there are varying approaches to identifying and articulating home–school interactions and associated processes, as well as the roles and responsibilities assigned to stakeholders across the education system(s). Recommendations for increasing in-school and in-classroom translation of documented priorities and objectives are presented.

The article concludes with a broad conceptualisation of home–school interactions for students with disability as established within the analysed documents, as well as considerations for policymakers and researchers involved in policy and guideline development and implementation.

This chapter reports on how funding is used in general education schools around the world to facilitate inclusive education. While research has established the importance of inclusive education and investigated the diverse funding models employed in different global regions, this narrative review reports on how funding is operationalized at the school and classroom level to achieve the goals of inclusive education. Results indicate funding is commonly allocated to in-service professional learning programmes, resource acquisition, and purposefully tailored supplementary programmes for students with specific educational needs. This chapter outlines recommendations for researchers and policymakers in developing new ways of funding inclusive practices.

Concerns on money laundering (ML) and terrorist financing increased, as ML accounted 2%–5% of the global GDP, with Switzerland, the USA, Canada, India and Russia having high laundering rates. Banks were fined over US$320bn in 2008, but money laundering still accounted for 3.6% of global GDP in 2009, thereby indicating the need for effective regimes. Therefore, this study aims to critically analyze the antimoney laundering (AML)/CFT regime of Somalia, identify loopholes in the regime, raise awareness and propose recommendations for regime improvement.

The qualitative research approach is used to compare Somalia’s AML/CFT regime with the corresponding regime of Malaysia through the black letter method combined with document analysis. Malaysia is selected as a benchmark for two reasons: firstly, it is an Islamic country like Somalia, and secondly, Malaysia has complied with integrity-related standards.

This study revealed that an impactful AML/CTF regime is reached by closing loopholes in the law, reevaluating and improving regulatory agencies and measures, facilitating formal financial services and collaborating with regional and international standard setters. According to the results, Somalia AML/CFT regime is counterproductive in criminalizing offenses; regulating digital currencies and mobile money, disclosures and nonfinancial business and provisions; and governing training requirements for regulatory agencies and financial institutions.

To the best of the author’s knowledge, this paper is the first of its kind in the study of Somalia’s regime building. Also, this study incorporates rich scholarly discourse on effective regime building.