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PurposeThe presence of distinct child and adolescent mental health services (CAMHS) and adult mental health services (AMHS) impacts continuity of mental health treatment for young people. However, we do not know the extent of discontinuity of care in Europe nor the effects of discontinuity on the mental health of young people. Current research is limited, as the majority of existing studies are retrospective, based on small samples or used non-standardised information from medical records. The MILESTONE prospective cohort study aims to examine associations between service use, mental health and other outcomes over 24 months, using information from self, parent and clinician reports.ParticipantsSeven hundred sixty-three young people from 39 CAMHS in 8 European countries, their parents and CAMHS clinicians who completed interviews and online questionnaires and were followed up for 2 years after reaching the upper age limit of the CAMHS they receive treatment at.Findings to dateThis cohort profile describes the baseline characteristics of the MILESTONE cohort. The mental health of young people reaching the upper age limit of their CAMHS varied greatly in type and severity: 32.8% of young people reported clinical levels of self-reported problems and 18.6% were rated to be ‘markedly ill’, ‘severely ill’ or ‘among the most extremely ill’ by their clinician. Fifty-seven per cent of young people reported psychotropic medication use in the previous half year.Future plansAnalysis of longitudinal data from the MILESTONE cohort will be used to assess relationships between the demographic and clinical characteristics of young people reaching the upper age limit of their CAMHS and the type of care the young person uses over the next 2 years, such as whether the young person transitions to AMHS. At 2 years follow-up, the mental health outcomes of young people following different care pathways will be compared.Trial registration numberNCT03013595., publishedVersion

Contains Supplementary Figures S1-S6 referenced in the methods, results and discussion.

Contains additional detailed methods for obtaining the urchin growth transition probabilities and the aerial kelp mapping surveys.

Contains Supplementary Figures S1-S6 referenced in the methods, results and discussion.

Contains details on the 1) population model parameters and prior specifications, 2) posterior distribution sampling and prior-posterior comparisons, 3) output parameter estimates and Gelman-Rubin diagnostics, 4) posterior predictive checks, and 5) deterministic simulations.

Contains Supplementary Tables S1 and S2 referenced in the methods.

Contains Supplementary Tables S1 and S2 referenced in the methods.

Contains additional detailed methods for obtaining the urchin growth transition probabilities and the aerial kelp mapping surveys.

Contains Supplementary Figures S1-S6 referenced in the methods, results and discussion.

Contains additional detailed methods for obtaining the urchin growth transition probabilities and the aerial kelp mapping surveys.

The paper expounds on the challenges confronting institutions of higher agricultural education (HAE) in the context of the significant role of education in alleviating poverty, especially in rural areas, and in light of the changing needs of rural areas and economies. Specifically, HAE institutions are called upon to initiate and lead in articulating a vision for the future that serves the needs not only of agriculture but also of all who inhabit the rural areas. They can step beyond their traditional role by merging forces with other stakeholders to enrich and support other levels of education with critical knowledge and information on agriculture and natural resources management (NRM), the latter being crucial in the pursuit of rural development, poverty reduction, and food security. To perform an active and constructive role in rural development, agricultural universities need to adjust their programs to accommodate new topics, as well as teaching and learning models; forge new partnerships with schools, academia and rural space stakeholders; expand its representation in governance; and hold continuous dialogue with policymakers. Their extension services could include support to education for rural people that encompasses primary, secondary, vocational, and adult education. University-school linkages are perceived to be illustrative of a decentralized, democratic, and community-based response to rural development problems. It is noted that universities can potentially become showcases of local traditions and knowledge, reflecting the regional, cultural, and ethical traditions of their society, as well as global movements and forces. In reinforcing their roles as contributors to a culture of learning and rural development, it is emphasized that HAE institutions need to engage more directly and more effectively in partnerships and dialogue with other local educational institutions and their surrounding communities. Findings of the ongoing IIEP-UNESCO/FAO program of research on HAE institutions in Asia are expected to provide information on how higher education institutions contribute to learning and rural development, and insights on how their strategic role in this field could be strengthened and further developed.

Contains details on the 1) population model parameters and prior specifications, 2) posterior distribution sampling and prior-posterior comparisons, 3) output parameter estimates and Gelman-Rubin diagnostics, 4) posterior predictive checks, and 5) deterministic simulations.

Contains Supplementary Tables S1 and S2 referenced in the methods.

Contains details on the 1) population model parameters and prior specifications, 2) posterior distribution sampling and prior-posterior comparisons, 3) output parameter estimates and Gelman-Rubin diagnostics, 4) posterior predictive checks, and 5) deterministic simulations.

Decolonising Education for Sustainable Futures was a series of three seminars convened under the auspices of the UNESCO Chair in inclusive, good quality education at the University of Bristol. This was a joint effort that conveyed ideas from artists, activists, practitioners, academics, and international organisations’ delegates. It aimed to share possibilities and reimagine education in more equitable, reparative, just, and peace-promoting forms. It further aspired to provide thinking to the United Nations Educational, Scientific and Cultural Organisation (UNESCO)’s Futures of Education initiative. In this context, the School of Education’s Bristol Conversations in Education co-organised three webinars on the 10th, 17th and 24th of February 2021 to address different facets of the topic at hand. Each seminar congregated nearly 300 participants from 79 countries. This report revisits the three events by summarising the presenters’ insights and attendees’ active participation in the chat and Q&A sessions.