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In many low- and middle-income countries, there seems to be a mismatch between graduate skills and healthcare industry requirements due to variability in curricula. With the current increased global demand for competent health profession graduates, harmonizing competency-based curricula (CBC) is necessary to address this mismatch. This paper describes how three health professions training universities in Tanzania and their two long-standing United States partners embarked on developing harmonized CBC for undergraduate medicine and nursing degrees. The main goal of the activity was to develop templates to harmonize curricula that would support graduates to acquire mandatory national Graduate Minimum Essential Competencies (GMEC) irrespective of the institution of their training. The paper describes the processes of engaging multiple institutions, the professions of medicine and nursing and various stakeholders to develop mandatory curricula generic competencies, creating milestones for assessing competencies, training faculty at each of the three partnering institutions in curriculum delivery and assessments, resulting in the adoption of the curricula by the University leadership at each institution. Ultimately the Tanzania Commission for Universities (TCU) a regulatory body required all schools of medicine and nursing in the country to adopt the curricula, thus creating a harmonized national standard for teaching medicine and nursing beginning October 2022. [ABSTRACT FROM AUTHOR]

This paper explores how messages for health and PE ([H]PE) within English and Welsh curricula are being re-legitimised through distinct performance and competence pedagogic models. Drawing upon Bernstein’s sociology of knowledge (Bernstein, 1996. Pedagogy, symbolic control and identity: Theory, research, critique. Taylor and Francis; 2000. Pedagogy, symbolic control and identity: Theory, research and critique (revised ed.). Rowman and Littlefield) data was generated through a deductive content analysis of the contemporary statutory English National Curriculum for Physical Education (NCPE) and the new Curriculum for Wales (CfW), Health and Well-Being Area of Learning and Experience (HWB-AoLE). Findings illustrate how the current English and Welsh curricula are re-legitimising discourses for (H)PE through a more prominent emphasis placed on competency models whereby the educator and learner are given greater autonomy to control the transmission and acquisition of (H)PE messages. However, the curriculum documents are beset with contradictions that to an extent reproduce discourses of performativity and individualisation. Consequently, the paper emphasises the need for educators and policymakers to be given the opportunity for critical dialogue on the implications of re-legitimising messages through competency models for all educator and learner identities. [ABSTRACT FROM AUTHOR]

There has been increased attention to the role of explicit pattern tasks in early mathematics learning, with growing recommendations to incorporate more pattern tasks in standards and curricula. One critical piece of this discussion is to consider whether the pattern tasks currently presented in formal curricula materials align with the research on the development of children’s early patterning skills. In the current paper, we quantified the prevalence of patterns and their core features in five early mathematics curricula used in the United States in kindergarten and first grade. Explicit patterns were rare—with one pattern every 20 pages in kindergarten and one pattern every 60 pages in first grade. Most of these explicit pattern tasks included repeating patterns (73%) instead of growing patterns (27%), though this trend was prominent in kindergarten texts and slightly reversed in the first-grade texts. The features of the pattern tasks were often misaligned with research recommendations; most tasks were simplistic, and there was little variability in the complexity of the pattern materials and structures. These findings highlight the need to pinpoint the specific features of pattern tasks that optimize children’s learning opportunities and how best to align these with real-world learning materials. [ABSTRACT FROM AUTHOR]

Developing curricula that responds to the demand for internationalisation in higher education institutions (HEIs) has been gaining wide attention around the world. Taiwan, a country that houses more than 100 HEIs, is a keen member in joining the bandwagon of academic internationalisation. This paper explores the learning process and perceived benefits, as narrated by students from one HEI course, directed at developing students' local cultural knowledge and global competencies, such as English and technological proficiency, through the means of video-making. An added objective of the course was for students to enter their completed videos to the Bilingual Video Competition hosted by a national university in central Taiwan. Findings from the study demonstrated that through the course, students have not only gained a stronger foothold of their cultural identity and English and digital literacy skills, but the process of the project has also led them to become more agentic and to recognise the importance of team work and collaboration. Suggestions for future studies will be discussed. [ABSTRACT FROM AUTHOR]

This paper discusses the extent to which topical planning issues of informality and illegality are incorporated into the educational curricula in Nigerian planning schools. Given the scale and enormity of informal and illegal settlements in Nigeria and other African cities, these issues should be emphasized in the education and training of planning professionals. Yet, few curricula in Nigerian planning schools, including the Nigerian Town Planners Registration Council’s professional curriculum, incorporate informal urban issues. The paper recommends an educational interventionist approach based on recognition of the potential of indigenous knowledge as a means of producing critical and reflective planning graduates who possess the competencies to deal with contemporary settlement challenges. It presents the institutional landscape for planning education and the processes of planning curricular reform and accreditation with a view to revitalizing planning education in Nigeria. [ABSTRACT FROM PUBLISHER]

We seek to build a framework with which researchers can track the trends in charter school specialization and parents can better understand their options. This report examines the entire charter school population operating in the 2018–19 school year and calculates the rate of specialization among charter schools based on key terms found on their websites and marketing materials. For the purposes of this paper, we defined a "focus" as a deliberate form of specialization. We categorized charter schools' foci into three categories. Schools with a "curricular focus," utilize a specialized core curriculum beyond the standard history, science, ELA, and math. Schools with a "pedagogical focus," utilize a specialized method of teaching. Lastly, schools with a "student body focus," serve a nonstandard student body. Within these three categories of foci, we identified nine unique curricular foci, eleven pedagogical foci, and five student body foci. Because many schools have multiple foci across the three categories, we considered the complete combination of a school's specialized foci to be their "model." We found a total of 68 specialized models. In total, roughly two thirds of all charter schools use a specialized model of some sort. The top specialized models were single-focus models: "Personalized Learning" (389), "High Expectations" (370), "STEM" (368), "Classical" (257), and "Art" (223). We provide a comprehensive list of all school models, their definitions, and other relevant information in this report. [ABSTRACT FROM AUTHOR]

This paper discusses a collaborative research project that aimed to explore approaches to creative practices and pedagogies by teacher education communities in the West Bank, Palestine, and North West England (Bethlehem and Chester). The project explored the values, attitudes and perceptions of teacher educators and student teachers in relation to creative pedagogies and the conditions under which they flourished in each community. We found that creativity was understood to take many forms, according to the cultural values and conditions present in each community, and that creative pedagogical forms emerged from the specificities of their cultural and political contexts. Creativity in education is a contentious issue in both cultures, but an area that both education communities wished to explore further. Despite the differences, there were surprising commonalities between the two communities about the value of creative practices and the relation of creativity to democratic and critical practices in the classroom. [ABSTRACT FROM AUTHOR]

This paper reports on a cross-sectional study performed with 370 students and graduates from 15 undergraduate health courses in a public university in Rio Grande do Sul, Brazil. The objective was to identify interprofessional education (IPE) curricular experiences and to evaluate the readiness for IPE among students and graduates who have attended a practical experience of IPE (Integrative Module) compared with undergraduate students who did not. The dimensionality and reliability of the Portuguese-validated expanded version of the Readiness for Interprofessional Learning Scale (RIPLS) with 40-items were also evaluated. This version of RIPLS was validated with 32 items. Cronbach's alpha values of the three factors of the scale were: Factor 1 α = 0.89, Factor 2 α = 0.47 and Factor 3 α = 0.83. IPE initiatives were identified in the undergraduate curricula mainly in the practical experience (Integrative Module) (47.5%), curricular placements (29.8%) and extracurricular activities (29.5%). Students and graduates who participated in the Integrative Module demonstrated greater readiness for IPE than students who did not attend. This study suggested that shared experiences among different undergraduate courses are associated with positive attitudes and greater availability of students and graduates for interprofessional learning and work. Future studies including the psychometric analysis of the Portuguese-validated expanded RIPLS are recommended. [ABSTRACT FROM AUTHOR]

For some four decades governments in Commonwealth Caribbean (CC) countries have been introducing interventions in their school systems to provide quality education for all. Examples of these are learner-centred teaching pedagogy and the integration of technology into teaching and learning. The data for the paper is based on published research and evaluation studies of these interventions. How successful have these interventions been? Following a discussion of how quality in education and learning has been interpreted, this paper seeks to answer this question through a review of selected interventions in schools in three CC countries. Challenges that CC countries need to address as they pursue goals relating to quality education are: the intersection of quality with access and equity, limitations in teacher training which have militated against change in teaching pedagogy, and resources and infrastructure. [ABSTRACT FROM PUBLISHER]

Planners are often billed as leaders and change agents of the (un)built environment. It is, however, important to recognize that they are in reality only one of many players in a sea of actors involved in shaping future developments and projects. Plans and interventions today are co-created and in fact co-evolve relying as much on the input, cooperation and actions of inhabitants, users, developers, politicians as on expert planners and a wide variety of other professions. In this introductory section, we, as editors of this special issue, posit that planners therefore require skills for co-creation drawing on science and working with other disciplines. In turn, planning programmes and curricula need to incorporate learning and teaching approaches that prepare students in higher education for working in co-creation settings by purposefully exposing them to learning environments that involve community, science and practice. The collection of papers, which were presented initially at the 2014 Association of European Schools of Planning congress in Utrecht hereafter showcase curriculum developments and pedagogical research of planning educators from different world regions that in the round shed light on a variety of issues and challenges of embedding learning and teaching for co-creation and co-evolution. In particular, we elaborate on the tensions of employing transformational yet high-risk pedagogies in higher education settings that are becoming increasingly risk-averse and streamlined and we suggest an agenda for planning curriculum development. [ABSTRACT FROM AUTHOR]

While Nursing Informatics competencies seem essential for the daily work of nurses, they are not formally integrated into nursing education in Austria, Germany and Switzerland, nor are there any national educational recommendations. The aim of this paper is to show how such recommendations can be developed, what competency areas are most relevant in the three countries and how the recommendations can be implemented in practice. To this end, a triple iterative procedure was proposed and applied starting with national health informatics recommendations for other professionals, matching and enriching these findings with topics from the international literature and finally validating them in an expert survey with 87 experts and in focus group sessions. Out of the 24 compiled competency areas, the relevance ratings of the following four recommended areas achieved values above 90%: nursing documentation (including terminologies), principles of nursing informatics, data protection and security, and quality assurance and quality management. As there were no significant differences between the three countries, these findings laid the foundation of the DACH Recommendations of Nursing Informatics as joint German (D), Austrian (A), and Swiss (CH) recommendations in Nursing Informatics. The methodology proposed has been utilized internationally, which demonstrates the added value of this study also outside the confines of Austria, Germany, Switzerland. [ABSTRACT FROM AUTHOR]

Research suggests body image is related to sexual behaviors, which can impact sexual health across the lifespan. This paper aims to explain the necessity for including body image content in sexuality education to improve outcomes among girls. Our recommendations, supported by theory and empirical research include (a) an assessment of existing curricula; (b) designing new, theoretically-informed curricula; (c) using innovative technology in sex education; (d) rigorous evaluation of existing and new curricula; and (e) revising the National Sexuality Education Standards. These recommendations are discussed after providing the necessary background and rationale. [ABSTRACT FROM AUTHOR]

Nurturing students' continuous learning is a current trend in the higher education agenda. Curricula and academic contents should enable students to take part in stimulating learning experiences, as well as promoting both developing and training opportunities in the course of their lives and careers. Despite the relevance given to lifelong learning in the educational system, there are still some open questions: how this concept is understood and put into practice by higher education institutions? The paper aims to analyse the conceptions of lifelong learning as reflected on the learning outcomes proposed in a sample of study programs. A qualitative methodology and a data-driven approach are adopted to explore the content of the learning outcomes proposed in 10% of total study programs submitted to quality accreditation, since 2009. Generally, results reveal that higher education institutions are committed to the lifelong learning paradigm, particularly in master and PhD degrees. Students are expected to 'invest in personal and professional development through life', to 'develop learning competences through life', as well as to 'foster lifelong learning'. This study provides a better understanding of the range of perspectives and the relevance given to lifelong learning as a valuable learning outcome. [ABSTRACT FROM AUTHOR]

From an international view, several papers have analysed how sustainability themes are integrated into the university curricula. In Spain, few studies to date have examined the extent to which universities are incorporating sustainability themes into their curricula. In view of such considerations, this article examines the extent to which sustainability themes are being incorporated into the curricula of a Spanish public university strongly committed to signing sustainability policies and declarations. In addition, this study analyses the main barriers to the incorporation of sustainability themes into the curricula of this university. To accomplish this task, this article uses different methodological instruments over three phases through a case study approach. The findings of this study suggest how the university examined has many difficulties in incorporating, holistically or separately, sustainability themes in its formal courses despite having so many policies, regulations and a commitment to sustainability. [ABSTRACT FROM AUTHOR]

This paper presents findings from a small exploratory study examining eight diversely qualified early childhood (EC) educators’ understandings about belonging. Data from interviews were analysed drawing on 10 dimensions and 3 axes of belonging. Findings from this study demonstrate that educators had a strong sense of social, emotional, spatial and temporal dimensions of belonging, but limited understandings in terms of cultural, moral/ethical, political, legal, physical and spiritual dimensions. Also emerging as a dominant theme from the data was the importance of educators’ own sense of belonging. The study suggests that if the transformational potential of EC policy documents and curricula is to be realised then: i) educators’ conceptualisations of belonging need to be enhanced and expanded; and ii) attention needs to be paid to educators’ own sense of belonging. [ABSTRACT FROM PUBLISHER]

Multidisciplinary scholarly dialogue can bring academics and researchers together and open up new areas of inquiry. This paper is a case study about how two scholars, one in social work and the other in science, have found common ground. It discusses their respective research projects and how ‘the rubber hits the road’ by exploring why the knowledge of science/neuroscience is important to non-science majors like social workers in their practice, using childhood trauma, to illustrate that. Finally, it makes recommendations regarding the inclusion of science education in social work curricula and offers some ideas for future research. [ABSTRACT FROM AUTHOR]

Australia is one of the most culturally diverse countries in the world. Since World War II, seven million immigrants from more than 150 countries have settled in Australia. Since that time, Federal governmental changes to its policies on immigration has recognized the importance of cultural diversity in its population. Educational institutions have also responded by initiating a variety of strategies and developing curricula aimed at achieving equitable education and social outcomes and promote the acceptance of people from ethnically diverse backgrounds. This paper first examines how Australia has developed policy that has enabled education to become its third largest export market worth more than AUD$18 billion in 2014–2015. It focuses on some of the state and federal government policies that have encouraged the internationalization within the primary, secondary and tertiary education sectors and then gives an overview of some of the institutional strategies and policies that have been implemented at the Royal Melbourne Institute of Technology (RMIT University) at university level and geospatial science undergraduate discipline level. A range of challenges at the governmental, institutional and discipline level faced by those individual academics wishing to incorporate internationalization into their respective curricula are investigated. [ABSTRACT FROM AUTHOR]

Like schools, curricula are socially constructed and constituted within broader social, political, and historical relations of power, powerfully shaping students’ beliefs and attitudes about themselves and their relationship toward the world. In light of this, the importance of literature selection cannot be overstated. School-sanctioned texts often provide the core curriculum, and secondary school English teachers rely on them heavily. The self-regulatory practices a teacher engages in will shape not only how the teacher begins to understand the self, but also works to construct an ‘appropriate’ teacher identity. Using a Foucauldian theoretical lens, this paper draws upon findings from a synthesis of school board policies and interviews with English teachers and department heads in Ontario, Canada, to explore the discursive practices that shape literary text selection. [ABSTRACT FROM PUBLISHER]

While acknowledging the impact of colonial imposition and violence, in this paper, I challenge the notions of epistemicide and linguicide in South Africa as claimed by some decolonial scholars. Using the Black Archive by drawing from S.E.K. Mqhayi's historical accounts, I argue that to claim linguicide and by extension epistemicide, only perpetuates the erasure of profound Indigenous thinkers such as S.E.K. Mqhayi and W.W. Gqoba. My second move is to showcase how the Black Archive can be used to substantively engage the ontologies of Blackness/Indigeneity in the contemporary university. This move resurrects the Black Archive while constituting the decolonial mission; teaching from a pedagogical predisposition that is locally responsive while simultaneously being globally relevant. I submit that this framework works towards epistemic restitution. [ABSTRACT FROM AUTHOR]

Fashion business curricula pay little attention to soft-skills that are directly helping to achieve sustainability goals. This study offered a new conceptual framework based on extensive review of literature in the areas of creativity, communication, leadership, and sustainability while incorporating essential skills needed for enhancing sustainability goals of fashion business operations. To ensure sustainability goals are being met, the study argued that during the idea generation stage, creativity, critical thinking, and collaboration skills are necessary; during the negotiating stage, active listening, interpersonal skills, and emotional control skills are critical; and the implementation stage requires administrative skills and creative visioning skills. The conceptual model could be useful for future fashion business curriculum development that would emphasise the achievement of sustainability by incorporating these skills. This research calls for new educational research agendas to investigate how these unique skill sets could be taught and learned in fashion business classes. [ABSTRACT FROM AUTHOR]

In her novels, Charlotte Brontë challenges the experiences of women in education, class, marriage and employment. It is not surprising that female education had a prominent part to play in her novels: two of them have their main setting within a school, and the protagonist is employed as teacher, governess or tutor. Although Charlotte’s preoccupation with teaching as a career and with the means by which a woman could achieve that role reflects her own life experience, it is incorrect to assume that she wrote about these matters simply because this was familiar territory for her. Education, and particularly the education of women, was an issue of growing importance in the eighteenth and nineteenth centuries. My paper outlines some significant educational issues at the time Charlotte was writing — the function of teaching and learning and the curricula content for male and female education — and considers the connection in her novels between education and power imbalance between the sexes. [ABSTRACT FROM PUBLISHER]

A robust occupational perspective can fortify an occupational therapist's professional identity, which is especially important as occupational therapists can struggle with professional identity. Occupational therapy curricula are critical to the development of an occupational perspective. Recent graduates can offer valuable insights on an occupational perspective, having transitioned from occupation-centred curricula into often medicalised practice settings. This study explored how recent graduates from Canadian entry-level occupational therapy master's programs understand the concept of occupation. Using an interpretive descriptive approach, rooted in constructivism, 13 English-speaking graduates (2017, 2018, 2019) from Canadian entry-level occupational therapy master's programs were purposively recruited to participate in semi-structured interviews. Reflexive thematic analysis was used to analyse data, informed by reflexivity and member-checking. Four themes were described: (1) occupation: more than doing, (2) occupation is broad, abstract, and context-dependent, (3) occupation is not well understood: the fall out, and (4) navigating the challenge of describing occupation. Participants' experiences aligned with much of the previous literature, including the challenges of describing occupation and frustrations with navigating this in practice. Yet, participants described how flexible and critical understandings of occupation facilitate the use of an occupational perspective across practice settings, supporting professional resilience. [ABSTRACT FROM AUTHOR]

Formal schooling in the U.S. has a long and violent history towards Indigenous peoples, today morphing into exclusion and erasure. Using a novel longitudinal dataset of U.S. textbooks (n = 193) from California and Texas, published from 1850 to 2019, we seek to shine light on the issue through a comprehensive analysis of depictions of Indigenous peoples in high school history textbooks. Despite extensive violence, over time, we find parallel increases in mentions of Indigenous rights in the two states. We complement this longitudinal analysis with a detailed snapshot of the linguistic nuances in a sub-set of the contemporary books in the sample (n = 33) via natural language processing (NLP). We again observe similar patterns between states, but we find that most of the discourse sentiment is negative and focused on historic conflicts with the state and settlers. Although rights are mentioned, it is only in passing discussions. Our findings illustrate that the rise of liberal narratives of equality still permit a high degree of marginalization of minorities. Further, the similarities between states supports theories that view the production of this curricular content is primarily a product of national or global processes. [ABSTRACT FROM AUTHOR]

Higher education (HE) students experience rates of depression and anxiety substantially higher than those found in the general population. Many psychological approaches to improving wellbeing and developing student resilience have been adopted by HE administrators and educators, especially during the Covid-19 pandemic. This article aims to review literature regarding integration of resilience and wellbeing in HE. A subsequent aim is to scope toward developing foundations for an emerging discipline specific concept – designer resilience. A literature scoping review is applied to chart various conceptual, theoretical and operational applications of resilience and wellbeing in HE. Twenty-seven (27) articles are identified and analysed. The scoping review finds that two general approaches to implementing resilience and wellbeing training exist in HE. First, articles reacting to a decline in student mental health and remedying this decline through general extra-curricular resilience or wellbeing programmes. Second, articles opting for a curricula and discipline-specific approach by establishing why resilience will be needed by future graduates before developing and testing new learning experiences. The presence of cognitive flexibility, storytelling, reframing and reflection lie at the core of the practice of resilience and design and therefore offer preliminary opportunities to develop 'designer resilience' training. Future research opportunities are identified throughout the article. [ABSTRACT FROM AUTHOR]

How does War on Terror discourse impact religious education curricula in Muslim societies? How do supporters of Islamic education defend the subject in light of intense local and international scrutiny? What do initial reforms to public school curricula suggest about the long-term impact of the War on Terror on the state's role in the transmission of Islamic knowledge? This article examines these questions in the case of Morocco, where in 2003, members of Salafia Jihadia bombed multiple sites in Casablanca. Following the violence, the Moroccan monarchy called for the reform of the religious field, singling out the country's Islamic education curricula as in need of renewal. Several constituencies resisted the call for reform, including Islamic education teachers and associations. Though they showed deference to the monarchy, they also argued that the curriculum did not cause violence, but rather ‘vaccinates’ youth against terrorism. Through interviews and archival research, this article reconstructs the defence of Islamic education marshalled by its supporters and assesses its impact on resulting curricula. I find that the Ministry of Education acted with deference to the Islamic education teachers' demands, accelerating reforms already underway, rather than rewriting curricula. Unexpectedly, the Ministry made more substantial changes to ‘secular’ school subjects. The Moroccan case suggests that War on Terror discourse influences educational policy in Muslim societies, though these processes are shaped by pre-existing reforms and the activities of local activists. [ABSTRACT FROM PUBLISHER]

Higher education practitioners concerned with addressing gender on the curriculum inevitably come up against a complex range of institutional barriers. Research presented here, drawing on in-depth staff interviews, sheds light on such 'gender work' and the challenges and its complexities in the current moment in the UK context. Through an institutional case study, we identify multiple ongoing and contemporary challenges arising for those engaged in this work. A constellation of intersecting obstacles are elucidated, wherein gender, far from being 'mainstreamed', is continually side-lined and deprioritized due to being positioned as peripheral, optional and of questionable value in the neoliberal episteme. Yet with urgent challenges inherent in gender equity and social justice education in the contemporary socio-political context, we contend that addressing such barriers and moving the gender mainstreaming agenda forwards is crucial. Renewed emphases on curricula may yet offer an opportunity to re-open discussions, reimagine and reinvigorate gender mainstreaming. [ABSTRACT FROM AUTHOR]

Within the context of 'Industry 4.0', work organisation and work processes will change, along with ongoing automation and real-time oriented control of production. The same is true for work contents and the interaction and communication between humans and technology, which entail many consequences for users and providers throughout the entire vocational training system. There are many definitions of 'Industry 4.0'. A comprehensive one is that 'Industry 4.0' is the current trend towards automation and data exchange in manufacturing technologies which are based on digital technology. It includes 'Cyber-Physical Systems' (CPS), the Internet of Things (IoT) and cloud computing, and has an impact on all economic sectors. One of the highly relevant questions concerns the qualification requirements for employees on the 'shop-floor' and at the middle employment level. Depending on the implementation level of Industry 4.0 in companies, vocational education and training for the workforce is highly relevant and the vocational education system has to respond to the needs and expectations of these changes in the work world. Successful responses of the vocational system to the demands of Industry 4.0 have to focus on curriculum development and training of both skilled and highly skilled workers. [ABSTRACT FROM AUTHOR]

Recognition of young children as citizens is relatively new in sociology, with translation emerging into education. Discourses of children and childhood shape ideas of young children as citizens and national discourses of citizenship frame what civic participation can be. The authors analysed national early childhood education curricula frameworks of Australia, New Zealand and the United States to understand how discourses authorise constructions of children as citizens and opportunities for young children's civic participation. They sought to locate how children are positioned as citizens and what opportunities there are for young children's citizenship participation in national early childhood curricula documents of Australia, New Zealand and the United States. Illustrative examples of children's citizenship membership and participation from the three nations' early childhood curricula were critically read to locate how prevalent discourses of children, childhood and citizenship in each nation define children as citizens and shape possibilities for citizenship participation for young children. [ABSTRACT FROM AUTHOR]

This article serves as the introduction to "25 Years On: The State and Continuing Development of LGBTQ Studies Programs." It begins by placing the current issue in a commemorative context: marking the anniversary of a 1993 special issue of the Journal of Homosexuality dedicated to the emergence of "Gay and Lesbian Studies" and edited by Howard L. Minton. The introduction continues by providing an overview of early phases of academic transformations, primarily in the United States, with notes on particular legacies. This is followed by a brief survey of scholarship published since 1993 that pays particular attention to curricular and pedagogical concerns. It concludes by identifying themes articulated by the essays selected for this issue as well as commentary on their individual, yet richly interrelated, contributions. [ABSTRACT FROM AUTHOR]

Background: Violence against women maintains its importance. Nursing and midwifery students should be able to identify symptoms of violence against women. Healthcare providers have received insufficient education, either before or after graduation, for identifying violence cases and for dealing with interfamilial violence against women. Aims: This study is conducted to identify nursing and midwifery students' ability to recognise symptoms of violence against women. Methods: This cross-sectional study included nursing and midwifery students attending the Ege University, School of Nursing, the Celal Bayar University, Health School of Higher Education and Health School of Izmir Atatürk (N = 557). The convenience sampling method was used. There were 114 students who declined to participate in this study as they did not want to answer questions about violence (n = 443). Results: It was determined that 94.6% of the students were knowledgeable about violence against women. The scores obtained by students from the physical symptom sub-dimension were 8.35 ± 1.65 and from the emotional symptom sub-dimension were 11.97 ± 2.19. The total scores obtained from the scale were 20.32 ± 3.14. A statistically significant difference was found between students' age, gender, nursing or midwifery section, being subjected to violence, receiving violence awareness training and reporting violence in the sub-dimensions and total scores of the scale (p < 0.05). Impact Statement: Having knowledge and self-confidence increased students' awareness in identifying the symptoms of violence. Conclusion: The participant's limited ability to identify symptoms of violence is thought to result from inadequate emphasis on violence issues in the curricula. Greater emphasis should be placed on violence issues in curricula to guide students as future health care professionals. [ABSTRACT FROM AUTHOR]

The rapid increase in the global elderly population has been widely documented in both demographic and popular literature in recent decades. Population estimates produced by the national statistical service of South Africa in 2017 show that the proportion of elderly (60 years and older) in South Africa is growing fast, reaching 8.1% of the total population in 2017. The country is set to experience a doubling of the population over the age of 65 by the year 2020. Similar to their counterparts in the developed world, tertiary institutions throughout Africa too are faced with the challenge of training professionals capable of understanding and responding to the socioeconomic consequences, social priorities, and complex needs of an increasing aging population. The right set of policies can equip individuals, families, and societies to address the challenges of an aging population. After conducting an extensive literature review, we recommend that policy-makers in South Africa should look into ways that will enable them to meet the many challenges of an aging population in the coming decades. One way to address this issue would be to include gerontology content into the curricula of programs in the humanities and social sciences. [ABSTRACT FROM AUTHOR]

The integration of environmental justice into social work education, research, and practice has grown substantially in the past decade. However, social workers still report feeling unprepared to address these challenges with their clients and communities. To understand the disconnect between education about and application of environmental justice principles, semi-structured qualitative interviews were conducted with graduate social work students (n = 14). Findings suggest this disconnect is catalyzed, in part, by the environment's meta nature and a lack of facilitated education on the dynamic feedbacks between the physical environment and social justice issues. Implications for social work educators are discussed. [ABSTRACT FROM AUTHOR]

Students of reference service can better prepare for careers in serving today's communities by not only being sensitive to the needs of all members of their communities but also serving as advocates for services for those who are disenfranchised. This column addresses the place of incorporating the philosophy and application of social justice into the education of information specialists who are preparing for careers as reference librarians. [ABSTRACT FROM AUTHOR]

Some scholars speculate that humanities education, as compared to STEM education, may be better able to provide students with the most in-demand twenty-first century workplace skill: innovation. Due to the lack of empirical research on this topic, this study compares US humanities and STEM students' college gains in their 'propensity toward innovation' (PTI) and the academic factors that contribute to it. Findings suggest that humanities students experience greater in-college gains in PTI and also that certain academic factors may be especially beneficial for STEM students in contributing to their development of PTI at the end of college. [ABSTRACT FROM AUTHOR]

I reappropriate the image of a space-time warp and its notion of disorientation to argue that colonialism created a warp in Trinidad's educational system. Through an analysis of school violence and the wider network of structural violence in which it is steeped, I focus on three outmoded aspects as evidence of this warp - hierarchies, curricula and disciplinary technologies - by using data (interviews, documents and observations) from a longitudinal case study at a secondary school in Trinidad. Colonialism was about exclusion, alienation, violence, control and order and this functionalism persists today; I therefore contend that hierarchies, curricula and disciplinary technologies are all enforcers of these tenets of (neo)colonialism in Trinidad's schools. I conclude with some nascent thoughts on a Systemic Restorative Praxis (SRP) model as a way of destabilizing the warp, by stitching together literature/approaches from systems thinking, restorative justice and Freirean notions of praxis. SRP implies that colonialism (and this modern-day warp) has rendered much psychic and material damage, and that any intervention to address structural violence has to be systemic and iterative in scope and process, include healing, be participatory and foster an ethic of horizontalization in human relations. [ABSTRACT FROM AUTHOR]

This article describes and compares the successes and challenges experienced by three social work programs in the United States working to infuse geriatric competencies into foundation Master of Social Work (MSW) courses, including field education. Adhering to the Planned Change Model each project utilized a range of approaches and strategies that emerged in each setting's unique organizational and community context. This article examines and analyzes three contextdriven accounts of curricular infusion for gerontological social work and lessons learned in this effort to establish gerontology as part of the implicit curriculum in social work programs in universities diverse in mission, size, programming priorities, and student population. Given the experiences of these programs, following the Planned Change Model, maintaining the context as being central to the process, anticipating common challenges, and preparing to engage strategies to overcome challenges are offered as recommendations for successful infusion and sustainment of the efforts. [ABSTRACT FROM AUTHOR]

As a discipline, library and information studies (LIS) is often considered to lack visibility and a clear identity within academia. Poor understanding of the nature of our field/discipline and our relatively small size has led to LIS programmes being partnered with a range of other subjects, located within diverse faculty structures. We suggest that this can impact on the development of both LIS curricula and research as LIS academics are brought into interdisciplinary relationships with school and faculty colleagues. The study reported here analysed the location of a sample of LIS programmes from New Zealand, Australia, the United States of America, Canada, the United Kingdom, South Africa and Singapore. Compared with previous studies, we found a higher number of ‘stand-alone’ schools as well as some national differences. We reflect on our experiences in a Business School, partnered with the information systems discipline, noting some key differences in boundary setting, field configuration, the use of theory in our research and links with practitioner communities. We conclude that there is a vicious circle in that the LIS discipline’s lack of clear identity leads to it being partnered with disparate other fields which, in turn, further weakens its identity. [ABSTRACT FROM AUTHOR]

Genomic medicine is transforming patient care. However, the speed of development has left a knowledge gap between discovery and effective implementation into clinical practice. Since 2010, the Training Residents in Genomics (TRIG) Working Group has found success in building a rigorous genomics curriculum with implementation tools aimed at pathology residents in postgraduate training years 1-4. Based on the TRIG model, the interprofessional Undergraduate Training in Genomics (UTRIG) Working Group was formed. Under the aegis of the Undergraduate Medical Educators Section of the Association of Pathology Chairs and representation from nine additional professional societies, UTRIG's collaborative goal is building medical student genomic literacy through development of a ready-to-use genomics curriculum. Key elements to the UTRIG curriculum are expert consensus-driven objectives, active learning methods, rigorous assessment and integration. [ABSTRACT FROM AUTHOR]

This study aims to shed light on the required competencies for hospitality career success included in the curricula adopted by private higher education institutes on the one hand, and industry needs in Egypt on the other, from the triangular perspective of academics, students, and managers. A random sample of 360 senior students, 25 academics, and 80 hotel managers were surveyed. The results indicate that hotel managers and academics share common beliefs about the importance of hospitality courses and required competencies. The current curricula achieve only the outlines of the industry prospects by providing students with comprehensive frames of general and theoretic knowledge instead of offering specific professional skills. Furthermore, the study model proves direct significant correlations among course criteria, required competencies, and hospitality career success. Implications and recommendations for improving hotel studies in private Egyptian higher institutes to cope with contemporary challenges are also discussed. [ABSTRACT FROM AUTHOR]

The study assesses the influence of accreditation, after two cycles of evaluation on some selected Ghanaian universities. This was done by examining the changes that had occurred in specified indicators, mainly because of the implementation of suggestions for improvement made by the previous cycle's evaluators. The study employed quantitative research methods in analysing the changes (for better or for worse) that had occurred in the selected indicators from one cycle of assessments to the other and as observed in the reports of the evaluators. The results showed varying degrees of improvements in the selected indicators at the subsequent assessments over the previous ones. [ABSTRACT FROM AUTHOR]

This article responds to the Truth and Reconciliation Commission Canada’s 2015 call for the education of Canadians about ‘residential schools, treaties, and Aboriginal peoples’ historical and contemporary contributions to Canada.’ It is an analysis of the Canadian and world studies curricula and texts in Newfoundland and Labrador, 1 of the 13 provinces and territories of Canada. The analysis is based on academic research and consultations with First Nations, Métis and Inuit peoples (FNMI) educators, educational administrators and knowledge holders. Although there is evidence of reform, as a whole the curriculum suffers from silences and lack of context, problematic placement and associations, the intrusion of settler perspectives, contradiction over judgement about issues related to FNMI peoples and inconsistency that undermine efforts at reform. This article provides guidance to curriculum designers, textbook writers, teachers and administrators participating in the decolonization of education in Canada. [ABSTRACT FROM PUBLISHER]

The authors examine the consistency between the current practices in designing and teaching accounting information systems (AIS) curricula and the International Federation of Accountants (IFAC) requirements for International Education Practice Statement 2 and International Education Standards 2. Utilizing a survey and interviews data in Jordan, the results show several issues that contribute to the inconsistency of IFAC's requirements, including a lack of Arabic textbooks, qualified staff, training, computer laboratories, and faculty support and finance. This is the first study to provide a model curriculum and course learning outcomes of an AIS course. There is urgent attention required from local and international policymakers. [ABSTRACT FROM PUBLISHER]