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Advances in Accounting Educationfeatures 13 papers surrounding four themes: curriculum and pedagogical innovations, faculty reflections on teaching accounting during the COVID-19 pandemic, research on passing professional exams in accounting, and historical underpinnings and the choice of taxation as an area of specialization.

Third in the series "Sociocultural Studies of Educational Policy Formation and Appropriation," this volume brings together scholars from North America, South America, and Europe to examine the relationship between ethnographic research and educational policy.

Education is considered an essential tool for achieving sustainability-related goals. In this regard, education for sustainable development (ESD) and climate change education (CCE) have become prominent concepts. The central characteristics of both concepts influence the non-hierarchical network governance structure that has formed around them: (1) their international origin, (2) the conceptual ambiguity that surrounds them, and (3) the limited implementing power of international organizations who developed these concepts. Hence, networks are essential to ESD and CCE, however, only few studies have used social network analysis (SNA) techniques to analyze their governance structure. The aim of this article is to illustrate how to use SNA, based on Twitter data, as an approach to examine the governance structure that has developed around ESD and CCE. We conduct an illustrative SNA, using Twitter data during three global climate change summits (2015-2017) to examine CCE-specific debates and identify actors exerting the most influence. We find that international organizations and international treaty secretariats are most influential across all years of the analysis and, moreover, are represented most often. These findings show that using SNA based on Twitter data offers promising possibilities to better understand the governance structure and processes around both concepts.

The TEEDE ERASMUS+ project (Towards Excellence in Engineering Curricula for Dual Education) aims to develop dual programs in higher institutions. So far, 12 BSc, 7 MSc and 1 PhD programs of all branches of engineering are under development, developed (but waiting for the official approval) or running in China, Cambodia, India and Russia. The first task was to perform regional needs analyses involving all stakeholders (i.e., university, companies, HE regulators…). During implementation practical aspects had to be considered (e.g., offered as a parallel track to a school-based scheme or not, development of a new program or modifying of an existing…). All programs define the learning outcomes in accordance with their national framework with compliance of the European Qualification Framework and the European Standards and Guidelines for Quality Assurance. Bologna principles, like the competence and student-centred approach or European Credit Transfer System (ECTS) are also followed. Research focusses on supporting and hindering factors for the development of Higher Apprenticeships (HA) via policy learning.

This book foregrounds the provision of education for young people who have been remanded or sentenced into custody. Both international conventions and national legislation and guidelines in many countries point to the right of children and young people to access education while they are incarcerated. Moreover, education is often seen as an important protective and 'rehabilitative' factor. However, the conditions associated with incarceration generate particular challenges for enabling participation in education. Bridging the fields of education and youth justice, this book offers a social justice analysis through the lens of 'participatory parity', the book brings together rare interviews with staff and young people in youth justice settings in Australia, secondary data from these sites, a suite of pertinent and frank reports, and international scholarship. Drawing on this rich set of material, the book demonstrates not only the challenges but also the possibilities for education as a conduit for social justice in custodial youth justice. The book will be of immediate relevance to governments and youth justice staff for meaningfully meeting their obligation of enabling children and young people in custody to benefit from education; and of interest to scholars and researchers in education, youth work and criminology. .

This paper discusses the historic development of environmental education in Malta and identifies environmental non-governmental organisations as the main promoters of environmental education in Malta. Environmental awareness started to increase as a response to major environmental issues on the island, but was a long affair, hindered in its development by a number of factors, including the governments' non-committal policy, the colonial mentality and the highly competitive educational system. European Union accession had a positive impact on the development mainly due to the imposed requirements. Subsequent governments have realised the importance of environmental education as an effective solution to ensure environmental sustainability. Nonetheless, as environmental education goals take a long time to be achieved, the lack of short-term achievements may be somewhat hindering its development. A context-based environmental education development model was designed to illustrate the complex relations identified in the study. The study suggests a commitment towards locally produced materials, genuine environmental non-governmental organisations and funding up of a co-ordinating centre for the promotion of environmental education at all academic levels. ; peer-reviewed