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This paper discusses a regional academic network-building initiative that advocated university reforms to promote sustainable agriculture in Southeast Asia, and strengthen agroecological/agri-food systems knowledge in campus policies, research, curricula, and extension. Beginning in 2015 the network complemented global higher education responses to SDGs, IPCC Reports, ASEAN work-plans, FAO's scaling-up agroecology initiative, UNESCO sustainability programming and more. University partners, farmer groups, research institutes, NGOs, regional organizations, governments, international agencies, and donors collaborated. This new Southeast Asian academic network was an innovation to address perceived gaps in other academic networks, alliances, or intergovernmental and non-government membership organizations. It facilitated cross-sectoral cooperation and transdisciplinary discussions with representatives of both specialized or mandated national agriculture colleges or universities as well as multi-purpose universities with agri-food faculties or schools. The network lost some momentum during the COVID-19 pandemic but FAO collaborating with SEAMEO-SEARCA and others initiated some follow-up online. Nonetheless, the initiative remains an unfinished experiment in regional network-building and academic reform. The paper contributes to literatures on higher education sustainability, regional learning, sustainable agri-food systems, and agroecological transitions while critically analyzing network aspirations, outputs, outcomes, and future research needs. [ABSTRACT FROM AUTHOR]

The agricultural sector has played a significant role in Thailand's national economy and is a major source of income for many Thais. Yet globally, and for much of South East Asia, agriculture is one of the greatest contributors to environmental problems. At the same time there have been many debates about Thailand's unsustainable agricultural system and the role of education in addressing such concerns. To illustrate broader issues and challenges this paper analyses related themes at an institutional level, while examining specific policies and concerns about sustainability among Thailand's nine government-designated National Research Universities (NRUs). This paper reviews courses and programmes in sustainable agriculture (SA) offered by each NRU, research funding and budget allocations intended to contribute to sustainability and environmental awareness. Also, this study employs SWOT analysis to demonstrate strengths and weaknesses of sustainability and education in Thai NRUs. The results of this study suggest that national education plans and policies on SA learning and research to support NRUs seem unclear and there is still a lack of comprehensive SA courses and programmes with solid support from most Thai universities and the government. This paper is a first step to systematically document and explain the state of higher education about and for sustainable agriculture reflected in policies and practices of Thai universities and their implications for national development. [ABSTRACT FROM AUTHOR]

The Consultative Group on International Agricultural Research (CGIAR) is a global network of 15 specialized centers employing around 2,000 international scientists and 6,000 national staff in over 100 countries. CGIAR educational approaches to environmental issues have varied amid conflicting perspectives. Inadequate policies, learning resources, and staff and training programs make the CGIAR complicit in many global environmental problems. On the other hand, CGIAR has promoted ecological literacy and education for sustainable agriculture in some policies, training programs, and learning resources. The article explains these developments historically while assessing persistent challenges and future prospects. [ABSTRACT FROM AUTHOR]

Little research has examined public diplomacy as a comparative education issue, particularly regarding social-psychological, economic and political fears or personal and national insecurities. This paper discusses American public diplomacy as a mostly Cold War strategy adapted to post-9/11 national security interests, fears and desires. It further explores differences, similarities, and debates in Canadian media, policy documents and academia, in response to American political, economic and military pressures or demands for a 'North American' (i.e. joint American-Canadian) security approach. From a critical pedagogy perspective the paper argues that modern public diplomacy has been a dubious, pseudo-educational, fear-mongering concept nurtured by academics, politicians and military leaders as part of an American foreign policy, military security and propaganda strategy. The paper further shows that post-9/11 Canada, problematically, adapted its own public diplomacy policies to serve American interests. Further research is needed to examine more closely public diplomacy's impacts on Canadian education. [ABSTRACT FROM AUTHOR]

This article examines education as a security issue in Bosnia and Herzegovina (BiH), where some Bosniaks, Serbs and Croats have learned to hate each other and, at times, violently reinforce ethno-cultural differences through separate education systems. It further explores education as a poorly understood conflict-prevention, post-war reconstruction and peacebuilding tool mainly after the 1995 Dayton Accord. It highlights the OSCE as a significant actor in recognizing and responding to education-related security needs. And it reflects on persistent challenges and prospects for a sustainable peace aided by education. Finally the article identifies new research steps to assess reforms. [ABSTRACT FROM AUTHOR]

Abstract: This paper examines educational linkages to persistent conflicts and contemporary security challenges in Kosovo. It reviews some historic foundations, debates and socioeconomic contexts concerning education as a security issue. It argues that poverty and underdevelopment coupled with failed diplomacy (particularly surrounding a 1996 “Education Accord”)—with inappropriate militarized responses to disputes amidst broader and chronic lack of attention to education concerns—contributed to human rights abuses, violent civil conflict and a major war in 1999. Without justifying violence on either side, the paper shows how both Albanian and Serbs were both responsible for abuses in different periods while education was a contributing factor. The paper further discusses how education has (problematically) been part of the human security building and “reconstruction” process after NATO 1999 while many issues that led to international military intervention remain unresolved some 5 years later. It closes with some reflections on post-war or “post-conflict” education dilemmas, cooperation imperatives and new research challenges for Kosovo. [Copyright &y& Elsevier]

This article deals with trends and prospects concerning communications co-operation for European integration. It examines historical and conceptual issues and implications of a post-Cold War "communications revolution" with the challenges of information management and propaganda. It discusses East–West co-operation amidst a "digital divide" and globalization, suggesting the need for more critical thinking with public, academic, and multilateral dialogue about such issues as how not to marginalize diverse views. If the author's suggestions were accepted, the result might be a more authentic European integration that diminishes marginalization tendencies. Wider dialogue can also support alternative media, better information flow, knowledge production, education, and science. The article closes with policy and programme recommendations. [ABSTRACT FROM AUTHOR]

An introduction is presented in which the editor discusses various reports within the special issue on topics including gender and the management of climate-related risks in Northern Thailand, sustainability and social science research in Singapore, and communication for sustainable social change.