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Some law schools are responding to globalisation by 'internationalising' course content. This article evaluates such a response first by reconsidering why internationalisation is even valuable. It then presents ways in which law curriculum content can be internationalised. Both aims have been achieved in some depth because of the four-part mixed method used. Existing theoretical accounts of why and how to internationalise were enriched with case studies from two Australasian universities. Interviews with academics give the educators' perspectives on internationalisation, course document analysis provides tangible examples of internationalisation in action, and a student survey makes available for comparison student perceptions of internationalisation. While this article focuses on tort law, its findings are properly seen as applying more generally across law. It finds internationalising curriculum content is valuable in economic, political, educational and academic ways. It also finds Faculties could make simple changes to better enjoy the benefits of internationalisation. The fusion of theoretical with academics' and students' actual perceptions into a single article provides a strong vantage point from which to restate the case for internationalisation.

To show that curriculum content is always socially constructed and might be a result of struggling social forces giving way for different interpretations, interpretations that lean on different political and ideological visions, but also that curriculum and school subjects in practice are interpreted, designed and performed by unique teachers in ways that we might try to characterize for further comparisons anmd evaluations.

This pragmatic action research explores Grade 3 teachers' understanding of the implemented mathematics curriculum content. Exploring teachers' understanding of the mathematics curriculum content is required because understanding of content determines how teachers teach, the resources they use, and how teachers assess. It should be noted that, over time, curriculum reforms take place; and these reforms impact not only on teachers' knowledge, expertise, or motivation, but also on their understanding. Understanding, as synthesised by the researcher, is a planned, prescribed system of presenting one's thoughts and expertise regarding a particular subject; in this case, mathematics. In exploring this phenomenon, six Grade 3 teachers from Nkangala District in Mpumalanga were purposefully sampled to be part of this study. Data was generated through two phases of reflective activities, observations, interviews, and a focus-group discussion. To answer the two research questions of this study, the generated data was analysed guided by the natural identity framework themes. Findings revealed that teachers' understanding of the implemented mathematics curriculum content is mostly informed by a combination of their need to comply with the prescripts of policy and higher authority, common understanding to appease their societal needs, and individual understanding based on their experiences and beliefs. The study drew the conclusion that, for teachers to embrace the three propositions of understanding and identities, teachers' natural understanding identity should be promoted. This identity is underpinned by reflective practice and adaptation to what works in their day-to-day practice as teachers.

The need to make curriculum content relevant so that learners can apply what they learned in school upon graduation, has been emphasized. Issues bothering on curriculum content, philosophy of pragmatism, 21st-century classroom, and relevance have been highlighted in this paper. It was recommended that: All stakeholders in education - teachers, school administrators, the government should adapt to changes that the 21st Century presents particularly in the area of technological advancements; For the fact that knowledge can quickly become obsolete in this era, learners should be equipped with problem-solving skills so that they will be able to face a contemporary problem; Curriculum content should be made relevant to the extent that what learners learn will be useful to them in their day-to-day activities.

The study was aimed at improving the curriculum content of electrical/electronics engineering of polytechnics in North-East Nigeria for a technology driven curriculum. The purpose of the study was to determine the types of microcontrollers and general content of microcontrollers relevant for inclusion into the electrical/electronics engineering curriculum of polytechnics in North-East Nigeria. The study adopted a descriptive survey research design. The population of the study was 109, which comprised 60 lecturers and 49 industry supervisors. The entire population was used for the study, hence, no sampling was employed. The instrument used for data collection was a structured questionnaire titled: Questionnaire for Improving Curriculum Content of Electrical/Electronics Engineering (QICCEEE) developed by the researchers. The instrument was validated by three experts and a reliability of 0.87 was obtained using Cronbach Alpha method. Mean and t-test were used to answer the two research questions and the null hypotheses were tested at 0.05 level of significance. Findings of the study revealed that STMicroelectronics Microcontrollers, Renesas Microcontrollers, NXP Microcontrollers, ON Semiconductor Microcontrollers, Motorola Microcontrollers, and Panasonic Microcontrollers are some of the major types of microcontroller relevant for inclusion into the electrical/electronics engineering curriculum; Seven clusters of Processor Core, Memory, Digital Input/output, Interrupts, Timer, Communication Interface, and Hardware are the general contents of microcontrollers relevant for inclusion into the electrical/electronics engineering curriculum. The study recommended among others that government should train electrical/electronics engineering lecturers of polytechnics in North-East Nigeria in the area of the newly identified curriculum contents.

Main concept in STEM education is implementing of synergetic potential of connections across different disciplines. It must be based on their results and broaden their comprehension by interpreting in applied context to achieve new meanings. In the report is presented a concept for STEM education on the ground of Bulgarian curriculum for disciplines in secondary school. The concept is described as relationship: learning outcomes-content-sample tasks for implementation.

The issue of skin colour has eluded the Indian social work curriculum as an insignificant matter of trivia. However, despite the fact skin colour remains of Indian cultural and social significance. Subsequently, the skin colour issue is then manifested by the bleaching syndrome in stealth inclusive of gender, health and economics. The dynamics of this manifestation are commensurate with dark-skinned Indians in the Indian society at-large. However, reference to the bleaching syndrome is iconoclastic in the Indian scenario and public acknowledgement of it per skin colour is a cultural taboo. While assessing social work curriculum content in an alien Western context, native Indian criteria such as skin colour are rendered vague. Skin colour variables extending from the various sectors of Indian society are then dismissed from curriculum study as insignificant curriculum content. A viable solution might consider inclusion of the bleaching syndrome per skin colour as required curriculum content in Indian social work education to resolve the problem.

This research interrogates the status of citizenship education in Irish secondary schools. The following questions are examined: How does school culture impact on citizenship education? What value is accorded to the subjects, Civic, Social and Political Education (CSPE) and Social, Personal and Health Education (SPHE)? To what extent are the subjects of both the cognitive and non-cognitive curricula affirmed? The importance of these factors in supporting the social, ethical, personal, political and emotional development of students is explored. The concept of citizenship is dynamic and constantly evolving in response to societal change. Society is increasingly concerned with issues such as: globalisation; cosmopolitanism; the threat of global risk; environment sustainability; socio-economic inequality; and recognition/misrecognition of new identities and group rights. The pedagogical philosophy of Paulo Freire which seeks to educate for the conscientisation and humanisation of the student is central to this research. Using a mixed methods approach, data on the insights of students, parents, teachers and school Principals was collected. In relation to Irish secondary school education, the study reached three main conclusions. (1) The educational stakeholders rate the subjects of the non-cognitive curriculum poorly. (2) The subjects Civic, Social and Political education (CSPE), and Social, Personal and Health Education (SPHE) command a low status in the secondary school setting. (3) The day-to-day school climate is influenced by an educational philosophy that is instrumentalist in character. Elements of school culture such as: the ethic of care; the informal curriculum; education for life after school; and affirmation of teachers, are not sufficiently prioritised in supporting education for citizenship. The research concludes that the approach to education for citizenship needs to be more robust within the overall curriculum, and culture and ethos of the Irish education system.

The current curriculum design, program and the state of the physical learning environment in the Nigerian schools of architecture seem inadequate and ineffective. The study examined the teaching of architecture in Nigerian tertiary institutions. The aim is to ascertain the state of the present curriculum contents and learning facilities. Major Challenges identified in this study include dearth of learning facilities, inability to reform the curriculum contents and limited financial resources allocation to run the schools. Also increasing unemployment for architecture graduates and unskilled nature of practicing graduates were also included. Highlighted in the discussion for necessary intervention by stakeholders of Nigerian tertiary institutions includes review and upgrading of existing curriculum, efficient time-management skills and collaborative teaching and learning techniques. For physical learning environment, literature points that a clean, bright, organized and open-plan ventilated space strengthens learning by motivation. The result from the survey carried out on physical classroom environment among students of tertiary institutions, indicates that the level of satisfaction was fairly satisfactory and that the students expressed that large halls, large corridors were the most available facilities (63.2% and 52.8% respectively). The major equipment in the classroom were whiteboards (100%), personal computers (47.2%) and digital projector or smart board (30.4%), while the available facilities for pleasant environment were attractive surroundings (100.0%). Adjustment of training methodology, improving training skills, retraining the trained, upgrading infrastructure and facilities; expansion of the curriculum and training program were recommended in order to comply with the current global trends.