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The study examined the utilization of farm waste among farmers in Irepodun Local Government Area of Kwara State, Nigeria. Structured interview schedule was used to elicit data from 120 farmers in the study area. Results revealed that more than half (58.4%) of the respondents were crop farmers who grow majorly maize and cassava on a subsistence scale. The major farm wastes generated in the area were maize cobs, husk and stalk (62.5%) and cassava stalk and peels (60%). Majority of the farmers got rid of their farm waste through burning while more than half of the respondents do not utilize the waste they generate from their farms. The major constraints militating against farm waste utilization includes inadequate access to extension services, inadequate awareness of benefits of farm waste, inadequate facilities for processing of farm wastes to other products and low knowledge on usage of farm waste. Logistic regression modelling results revealed that farmers who are more likely to utilize their farm waste efficiently are those with higher level of education and more years of experience in farming. It was therefore recommended that extension agencies should embark on enlightenment campaigns and trainings of farmers on various innovative ways of farm wastes utilization in order to facilitate more efficient and environmental friendly farm waste utilization initiatives in the area.Keywords. Assessment, Farmers, Farm Waste, Kwara State, Utilization.

AbstractEducation reform has emerged as the main policy priority during the global pandemic. Given the effect of education on individual well‐being and macrolevel socioeconomic growth, countries have undertaken a variety of policy measures to offset the negative ramifications of the health outbreak on learning processes. This article examines policy conditions that shape disparities in education policy and learning outcomes across eurozone countries. It argues that sustaining robust education systems in the postpandemic era calls for policy initiatives that strengthen digital literacy and ensure equitable learning opportunities for all student demographics. Examining pre‐existing education policy and digital literacy, I argue that strengthening partnerships among education stakeholders and making efficient use of resources effectively sets eurozone countries on a path to education recovery. Policy measures that advance the digitalization of learning infrastructures have the capacity to increase human capital and narrow postpandemic socioeconomic disparities among eurozone countries.

This open access book explores cultural competence in the higher education sector from multi-disciplinary and inter-disciplinary perspectives. It addresses cultural competence in terms of leadership and the role of the higher education sector in cultural competence policy and practice. Drawing on lessons learned, current research and emerging evidence, the book examines various innovative approaches and strategies that incorporate Indigenous knowledge and practices into the development and implementation of cultural competence, and considers the most effective approaches for supporting cultural competence in the higher education sector. This book will appeal to researchers, scholars, policy-makers, practitioners and general readers interested in cultural competence policy and practice.