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Purpose– This research aims to examine the main findings of the SusTEACH study of the carbon-based environmental impacts of 30 higher education (HE) courses in 15 UK institutions, based on an analysis of the likely energy consumption and carbon emissions of a range of face-to-face, distance, online and information and communication technology (ICT)-enhanced blended teaching models.Design/methodology/approach– An environmental assessment of 19 campus-based and 11 distance-based HE courses was conducted using questionnaire surveys to gather data from students and lecturers on course-related travel: the purchase and use of ICTs and paper materials, residential energy consumption and campus site operations. Results were converted into average energy and CO2emissions, normalised per student per 100 study hours, and then classified by the primary teaching model used by lecturers.Findings– The main sources of HE course carbon emissions were travel, residential energy consumption and campus site operations. Distance-based HE models (distance, online and ICT-enhanced teaching models) reduced energy consumption by 88 per cent and achieved significant carbon reductions of 83 per cent when compared with campus-based HE models (face-to-face and ICT-enhanced teaching models). The online teaching model achieved the lowest energy consumption and carbon emissions, although there were potential rebound effects associated with increased ICT-related energy consumption and paper used for printing.Practical implications– New pedagogical designs using online and distance-based teaching methods can achieve carbon reductions by reducing student travel via residential and campus accommodation.Originality/value– Few studies have examined the environmental performance of HE teaching models. A new classification of HE traditional, online and blended teaching models is used to examine the role of ICTs and the likely carbon impacts.

Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education.

This is the first special issue that JPHE hosts—and could there be a more suitable forum for an issue dedicated to exploring and encouraging a critical dialogue around transformative intercultural communication teaching practices in higher education (HE)? What has led us to engage with the theme of making intercultural education meaningful is a shared observation that there seems to be an increasing disconnect between recent developments in intercultural communication theory and practice. With so much critique published over the years, we are perplexed as to why traditional notions of culture still prevail not only in mainstream intercultural communication research but also in institutional discourses in HE and in popular discourses as articulated by the people who sit—or have once sat—in our classrooms. In this editorial and Special Issue, we approach intercultural communication from a critical angle, akin to the theorization of interculturality as a discursive and contingent, unstable and contradictory, political and ideological construct. We are thrilled to see this approach gain ground in the field of intercultural communication. However, at the same time, we are worried that the terrain of intercultural communication teaching across HE settings has become quite unruly and is characterized by pedagogical solutions that do not have a stable connection to state-of-the-art theory, and that might lead to naive, simplistic, and essentialist understandings of 'culture' and 'the other'. ; nonPeerReviewed

This Executive Summary provides key findings and recommendations regarding the delivery of early childhood education for children ages 0 to 5. Proviso 55.5 - Student Achievement and Vision Education or the (SAVE) Proviso is the piece of legislation that authorized the State Commission for Minority Affairs to examine the impact of investments by the state in early education and care for populations ages 0 to 5. This Final Report provides summary recommendations, as well as individual chapter recommendations related to Proviso 55.5.

The impacts of global capitalism and neoliberalism on higher education can reduce the social work curriculum to competency-based skills acquisition rather than critically reflective, transformative learning. This encourages the promotion of establishment social work approaches aimed at accepting the status quo, rather than critical forms of social work that critique the dominant social structures and power relations that cause broad social divisions. The marginalisation of critical approaches reshapes social work towards conservative, market-led demands, yet an explicitly critical social work curriculum is pivotal to the claim of social work as an emancipatory project. This article presents original research that discusses the impact of an Australia critical social work programme on students' development as agents of change. The findings suggest that developing a curriculum based on critical social science, and using critical pedagogical processes, assists students/graduates to work effectively for social justice and promotes their participation in collective social action.

The article focuses on the healthcare and physical education of children and youth in Prague, the capital city of Czech lands, in the period after the Austro-Hungarian compromise of 1867. The legislative framework for children's physical development and healthcare consisted of laws passed by the Imperial Council which were in force throughout the entire region of Cisleithania. Its execution and implementation, however, were the responsibility of the Czech territorial assembly and Prague municipality. The study analyses the environment in which children grew up, the quality of their diet, and their medical care, particularly the activities of school doctors. Further, the text concentrates on the organization and the quality of school physical education. Prague serves as an example of an industrial centre of the Cisleithanian region whose industrial development caused rapid urbanization which limited the possibilities of physical development of children and youth. Until the end of the 19th century, the only possibility of organized exercises was school physical education, and its quality was greatly influenced by the modest spatial conditions of schools. Even at the better-equipped grammar schools, physical education was an optional subject until 1909 and was not taught at most of them at all. As part of the modernization of the empire, the Cisleithanian government supported physical education, also for military reasons. The same was done by the Prague municipality, where care for the physical development and health of children and youth did not become the subject of political disputes.