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As humanity reaches the 5.0 industrial revolution, education plays a critical role in boosting the quality of human resources. This paper reports bibliometric research on emerging TiP during 1993-2022 in the educational field to analyse its development on any level of education during the last three decades. This study employed a Scopus database. The findings are that the trend of TiP publication in educational fields has tended to increase every year during the past three decades and conference paper became the most published document type, the USA is the country which produces the most publications; "Students" being the most occurrences keyword and total link strength. The publication of the TiP is ranked to the Quartile 1, which implies that a publication with the cited performance is a publication with credibility because the publisher has a good reputation. Researchers can find the topics most relevant to other metadata sources such as Web of Science, Publish, and Perish.

This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.

This paper examines the interplay of creativity, education, and the expressive arts. We begin by presenting a narrative literature review focusing on the use of artistic tools to promote creativity, self-expressiveness, and meaningful aspects of emotional and social learning. This review reveals strong connections between the different components of this interplay, and a special attention is given to the use of arts to promoting creativity and meaningful learning. We then propose the Empowering Creative Education Model (ECEM), which aims to provide a practical framework for employing artistic tools in each of the model's four developmental circles: I, Us, Educational and Community. Each of the four circles includes unique aspects of personal development.

This paper presents a methodology for directly aligning 'can do' frameworks to each other. The methodology, inspired by the manual for relating examinations to the "Common European Framework of Reference for Languages: Learning, teaching, assessment" (CEFR) (Council of Europe, 2009) and Kane's (2004, 2013) interpretative argument, takes account of both the horizontal dimension (content analysis) and the vertical dimension (benchmarking with Multifaceted Rasch Modelling -- MFRM). The paper exemplifies the application of the methodology by introducing the research conducted to align the "Canadian Language Benchmarks" (CLB)/"Niveaux de compétence linguistique canadiens" (NCLC) to the CEFR, presenting the resulting alignment, and discussing the rationale for the choices made.

The COVID-19 crisis has led to widespread temporary school closures and a deep economic recession. School closures have threatened children's ability to learn and later return to school well prepared. The impact of the economic recession is going to be even more devastating: first for students, but also for the ability of some Catholic schools to maintain their enrollment and remain sustainable financially in countries where they do not benefit from government support. This paper, the first in a set of two, looks at some of the likely impacts of the COVID-19 crisis on Catholic Schools in developed countries with a particular focus on the United States, a country not only hard hit by the crisis but also where Catholic schools are especially vulnerable to downturns. While Catholic schools may be able to respond to the immediate challenge of school closures among others through distance learning options, their ability to maintain enrollment during the economic downturn is less clear. How schools will respond to the twin challenges of ensuring learning during school closures and beyond, and remaining affordable for families at a time of economic stress, may affect whether they are able to maintain their comparative advantage. A key aim of the paper is to make Catholic school teachers and leaders aware of some of the discussions on how to respond to the crisis, and provide links to online resources that may be useful. [For Part II of the series, see EJ1278501.]

This paper is a critical systematic literature review of empirical work on creative pedagogies from 1990 to 2018. It responds to the increased international attention being afforded creativity and creative pedagogies in research, policy and practice and examines the evidence regarding creative pedagogical practices and the potential impact of these on students' creativity. The methodology encompassed four stages. Firstly, an educational database keyword search was undertaken and 801 papers identified, manual searches added 12 further papers. Secondly, through applying inclusion/exclusion criteria, 89 papers were identified for closer scrutiny; these papers focused on students aged 0-18 years in formal educational settings and were peer-reviewed reports of empirical work. Thirdly, these papers were subjected to in-depth review and rating, this reduced the included selection to 35 papers. Finally, these papers were subject to further analysis and synthesis. The findings reveal that seven interrelated features characterise creative pedagogical practice, namely generating and exploring ideas; encouraging autonomy and agency; playfulness; problem-solving; risk-taking; co-constructing and collaborating; and teacher creativity. The paper also reveals that the evidence for the impact of these pedagogical practices on students' creativity is inconclusive. It highlights the complexities and challenges of documenting creative pedagogies in the years of formal schooling and concludes with key recommendations and implications for research, policy and practice.

Post-secondary institutions spend considerable resources on programs, such as study abroad and international work-integrated learning, which involve students' participation in international experiences. One significant impetus for these programs is the hope that through exposing students to international settings these students will be better prepared to be successful in global workplaces upon graduation, in essence be more "global-ready". However, simply having an international experience does not necessarily lead to the development of capabilities that result in global workplace success. In addition to the knowledge, skills and abilities required for any workplace, being successful in these global workplaces also requires intercultural effectiveness. This paper presents the findings of a study that examined the development of cultural intelligence (CQ), the ability to be effective in intercultural encounters, in students participating in a Canadian-European exchange program (CANEU-COOP) where the European students had a study term in Canada and the Canadian students had a co-op work term in Europe. The study found that while both groups of students developed CQ, there were differences between the groups. These findings reaffirm the importance of intentionally structuring international experiences to include curriculum about and assessment of intercultural effectiveness. [Paper presented at the World Association for Cooperative and Work-Integrated Education, International Research Symposium on Cooperative and Work-Integrated Education, (2nd, Victoria, British Columbia, Canada, 2016).]

Purpose: This paper aims to draw on a socio-technical perspective to explore how information and communication technology (ICT) supports the validation of non-formal and informal learning (VNFIL) in specific practices and arrangements. Design/methodology/approach: The authors use qualitative content analysis to analyse 43 country reports of the "European inventory on validation" published by the European Centre for the Development of Vocational Training (Cedefop) in 2019. Findings: This study conceptualises ICT supported VNFIL practices and arrangements from a socio-technical perspective. Given this, the paper finds that ICT is used mainly to provide information on validation practices and arrangements, store qualification registers online and identify and document learning outcomes. The use of ICT to assess and certify learning outcomes remains limited. Originality/value: VNFIL is very rarely seen in a technical context. This paper contributes to a theoretical perspective and highlights the mutual interdependence of social and technical components. Furthermore, this study provides an overview of inasmuch ICT is currently used to support VNFIL practices and arrangements. Based on the results, validation researchers and practitioners can get inspiration on how to develop ICT supported VNFIL practices and arrangements further.

Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.

While internationalization is among the top strategic priorities of universities and colleges globally, research into the expanse of internationalization in the kinesiology discipline is not well researched. Given this gap, critical consideration of the state and status of the phenomenon is needed. Knowing more about what is being done in the name of internationalization within kinesiology and reflecting on how those actions and outcomes are aligned, or not, with key theoretical guidance is necessary in order to plan for improvement accordingly. For these reasons, this paper first provides a primer on internationalization in higher education, including how the phenomenon has come to be defined as well as key contemporary critiques associated with it. In particular, we highlight Beck's (2012) theoretical concept of 'eduscape' to critically consider the influences of globalization on internationalization within higher education kinesiology as well as Khoo, Taylor, and Andreotti's (2016) principles of intelligibility, dissent, and solidarity to consider the ways kinesiology scholars engage critically with internationalization processes. Presented next is a review of the kinesiology literature that is explicitly focused on internationalization. Then, the results of a pilot survey into the views of National Association for Kinesiology in Higher Education (NAKHE) members and other Western kinesiology scholars on internationalization is reported next. The paper concludes with recommendations as to how NAKHE and the broader community of Western kinesiology scholars might best navigate internationalization moving forward. We recommend the complexity-informed and principle-driven approach of inclusive leadership as a means of pursuing cognitive justice in the 21st century.

Neoliberal theories--whether the new public management, principal-agent theory, or performance management--have provided the rationale for sweeping reforms in the governance and operation of higher education. This paper expands our understanding of neoliberal theory and practice by examining a leading neoliberal reform: performance-based funding (PBF) for higher education in the USA, Europe, Canada, Australia, and elsewhere. Our analysis of PBF examines not only its impacts but also its origins and implementation. Neoliberal theory has been used not only "prospectively" to design and argue for certain public policies but also "retrospectively" to analyse the origins and implementation of neoliberal policy. Hence, this paper examines this retrospective neoliberal analysis in order to determine how well neoliberal theory helps us understand the origins and implementation of neoliberal policy: in this case, the socio-political forces that gave rise to PBF; and the political and organizational features of the processes by which PBF was implemented.

This paper analyses the current state of postcolonial and decolonial science teaching, based on a systematic review of the literature, with a special focus on the European context. It shows that currently, a very narrow view on postcolonial science teaching prevails, limiting its scope to former colonies. A total of 227 articles published 2013-2022 were identified using meta-interpretation combined with systematic searches. 43 of these articles were selected for the sample and analysed. Included were only articles reporting on teaching practice in regular science classes in secondary school. The analysis identified as the main theme the question of how to coordinate Indigenous knowledge systems and Western science in the classroom. Further, translanguaging and pedagogy of justice are used as approaches toward decolonising science education. One striking finding in the analysis is the absence of de-/postcolonial approaches from European countries. This indicates that teaching practice in Europe might currently not undergo decolonisation. This contradicts Aimé Césaire's observation that both the colonised "and" the colonisers were decivilised during colonialism and need decolonisation [Césaire, A. (1955). "Discours sur le colonialisme" [Discourse on colonialism] (6th ed.). Présence Africaine]. In this article, the different approaches toward decolonisation and an outline of decolonial science teaching for the European context are presented.

International student mobility (ISM) has emerged as an important field of study that various nations and organizations have been attaching great importance to. This paper studies the drivers of international student mobility, using a competing destinations model for the international student flows among 35 OECD countries in the period 2004-2018, by integrating the motivations for ISM. We find that OECD students are motivated by both career orientation and personal and cultural experience when decide to move abroad for study. Nonetheless, remarkable differences emerge when considering country subgroups (origin countries, wealthier, English-speaking top destination (namely US, the UK, Canada, and Australia), and European countries, students search for personal and cultural experience, valuing the lifestyle of the destination country. Students seeking for education quality are instead polarised in the rest of the OECD countries.

Teacher wellbeing is important, not least for the role teachers play in supporting students' social, emotional, physical and academic wellbeing. Effective teachers need to remain both physically and mentally healthy. This paper examines how teacher wellbeing is conceptualised through research to identify the influential ecological influences that support and sustain teachers. Through a scoping review methodology, this examination starts with a conceptualisation of teacher wellbeing, and is then organised into three interrelated themes. This thematic approach provides a basis to examine, first, the influential individual factors shaping teachers' wellbeing; second, the relational factors that characterise teachers' work; and, third, the contemporary contextual factors associated with enhancing or eroding teacher wellbeing. These themes highlight that many approaches to enhancing teachers' wellbeing are often short-term "band-aid fixes," and the authors argue that attention must be given to longer-term "bridge-building" strategies that place teacher wellbeing at the heart of teaching.

Research on Artificial Intelligence, especially in the field of machine learning, has exploded in the twenty-first century. AI research in universities has long been funded by a combination of government and corporate sources. The funding of AI research in the contemporary university includes technology companies as both funders and generators of research areas. This paper looks at the links between technology companies and AI research in three areas: first, the ways in which technology companies influence both the content and practices of AI research in universities; second, how university research policies enable conditions that blur traditional boundaries between corporate and academic AI research; and third, how an ethos of 'open science', that is increasingly corporatised, moves ideas about AI from universities to companies. We conclude that technology companies influence AI research within established feedback loops in the transformed relationships between economy, society, research, and the contemporary university.

[This paper is part of the Focused Collection on Qualitative Methods in PER: A Critical Examination.] This article details methodologies employed to enable sharing and coconstructing the stories of three women's lives in physics. The first case explores the usefulness of timeline interviewing, where participants narrate episodes that are coconstructed with the researcher as meaningful over time. We illustrate this method in the case of a mature student in Sweden from a working-class background who shared moments that added up to a life outside of physics and then a sharp turn into physics later in life. The second case explores life-history interviewing using a narrative-inquiry approach and deep relationship building which enabled the coconstruction of stories of experiences over time. These moments are coconstructed with the researcher and analyzed using an intersectionality lens to yield a story depicting the transnational experiences of a woman of color moving across various European contexts into the North American physics context. The final case is of a first-generation Canadian woman of color who shared her navigations of in and out of school physics via a method known as the "Rivers of Life." Using this method, the participant narrates their experiences with physics as a river, using metaphorical tools like rafts, rocks, rapids, tributaries to discuss various moments described as twists and turns over time that together amount to a life in physics. We discuss the value of different approaches to coconstructing narratives with participants and, in particular, the need for this kind of research in physics contexts.

Universities in Canada have been highly engaged with internationalisation -- concurrent with the Bologna Process in Europe -- yet appear only marginally influenced by the 'external' Europeanisation of higher education. This paper examines the intersection of these processes: Has the Europeanisation of higher education influenced the internationalisation of Canadian higher education? Evidence indicates that the influence of the Bologna Process in Canada has been slight. Aside of a brief period of reflection just prior to the 'completion' of the European Higher Education Area in 2010, few policy actors in Canadian higher education have seriously considered the impacts of Bologna. In Canada, internationalisation has focused on Asia and inbound student mobility, with perspectives on Europe comparatively limited to research collaboration, faculty mobility, and small-scale (outbound) student exchange programmes. Based on document analysis and survey data, this paper argues that the dearth of Europeanisation in Canadian higher education has more to do with domestic dynamics than a weak externalisation of the Bologna Process. The political structure and organisational culture of Canadian higher education is much different than that of Europe, such that the internationalisation strategies employed in Canadian higher education tend to neglect Europe and the Europeanisation of higher education.

Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

Within political philosophy and particularly in the work of Chantal Mouffe and Hannah Arendt, "agonism" has been described as representing the notion of being able to challenge and dissent in a productive way. However, little is known about how agonism is used in the educational literature, other than some applications relevant to democratic education. This paper considers the use of agonism in the educational literature drawing on the findings of a systematic scoping review exploring how it has been used in the context of education. Five databases were searched for literature published using agonism within the context of education to map the existing body of work in a systematic fashion, and to explore how agonism has been differently conceptualised and utilised by researchers in the field of education. The findings suggest that there have been a range of attempts to apply agonistic principles in different educational sub-fields (including, citizenship education, early years education, initial teacher training, arts education and international education), and different interpretations of such principles into education based on different philosophical underpinnings (dissociative and associative approaches). As agonism is mostly explored in a theoretical way, we also discuss the potential of abstract theoretical agonistic principles from different philosophical traditions to be translated into meaningful practical applications for education in order to inform curriculum development, infuse democratic principles into classroom practice, and help to negotiate deep-running tensions amongst key stakeholders in education.

Objective: To systematically review available evidence focusing on the relationship between physical activity (PA), sedentary behavior (SB), and educational outcomes (EO), among university students. Method: Articles published in English and up to April 2019 were eligible to be included in the review if they examined associations between either PA or SB measures and EO in undergraduate university students. Results: Thirty-five articles met the eligibility criteria. The majority of papers used self-report measures of PA and SB and were rated as demonstrating poor quality (22/ 35). Evidence indicated no associations with EO for overall PA, MPA, VPA, and indeterminate associations for MVPA and leisure-based screen time. Conclusion: Mixed findings for PA, SB, and EO were found. Future studies should use more rigorous designs, including robust measures of relevant outcomes, to further our understanding of this area.

Due to the popularity of sport, the need to have sport management programs that properly train practitioners is justified (Pedersen & Thibault, 2014). However, with 505 sport management bachelors programs worldwide ("Degrees in Sports," n.d.) housed in various academic units, there is little consistency within the field of study. This paper strives to explore the field of sport management and to better understand sport management faculty members' perceptions of the discipline. Grounded in Foucault's (1971) theory of discourse, total of 154 sport management faculty members worldwide participated in the study. The data revealed there is a lack of consistency within the field regarding faculty members' perceptions of sport management. This study offers a vital, first step in an empirical examination of a critical phenomenon in the sport management academy.

This literature review aims to examine the approach given to open science policy in the different studies. The main findings are that the approach given to open science has different aspects: policy framing and its geopolitical aspects are described as an asymmetries replication and epistemic governance tool. The main geopolitical aspects of open science policies described in the literature are the relations between international, regional, and national policies. There are also different components of open science covered in the literature: open data seems much discussed in the works in the English language, while open access is the main component discussed in the Portuguese and Spanish speaking papers. Finally, the relationship between open science policies and the science policy is framed by highlighting the innovation and transparency that open science can bring into it.

The article examines current trends in the development of the national models of higher education in Russia and European countries. The paper reveals the key problems of their functioning in the context of the processes of globalization, standardization, and integration into the pan-European and global educational space. These processes are described through the prism of the national interests of the states. Emerging from the comparative description, content presentation and qualitative analysis, the article assesses the level of development of the national models of higher education, i.e., Russian, European and American. This allowed identifying key similarities, as well as the most important differences, which mainly stem from the difference in the state regulation of national educational systems. It is the role of the state that is leading in the formation of national educational systems and the creation of high-quality models of higher education. The state is also responsible for the transformation and adaptation of these models. The models target providing the national and world labor market with highly professional human resources. Based on the comparative aspects outlined in the article, as well as on the qualitative analysis data, the authors have come to the following main conclusions regarding the trends and prospects for the development of the Russian higher education sector: a) Firstly, the Russian model of higher education was built during an accelerated transition from a one-level to a multilevel education. The result of this shift is the labor market disbalance, which nowadays does not allow the formation of the adequate perception of specialists holding a "bachelor's degree" which is unfamiliar and obscure to many employers; b) Secondly, the Russian educational system, and the higher education model, replicate the Western European and American approaches without considering the realities of the national educational market and the labor market. Therefore, the high proportion of the population with higher education cannot provide the necessary socio-economic development potential of the country; c) Thirdly, the reform of the Russian model of higher education should continue but not in terms of accelerating the processes of its integration into the world educational system. There is much evidence that the correct direction lies within the domain of creating incentives and conditions that will ensure the training of highly skilled professionals correlating with the market demand.

This paper provides a perspective on post-secondary education systems in the countries of the former USSR with the objective of building potential linkages for North American Colleges with the higher education institutions in Eastern Europe. (Contains 3 tables.)

This essay explores and examines how rankings and league tables have played (and continue to play) a major and consequential role in how contemporary business schools manage their affairs. It introduces and advances the proposition that rankings promote the short-term manipulation of public reputation (image) projected by business schools at the expense of the long-term investments in quality improvement. When schools shift scarce resources to actions aimed at enhancing their public image in the short-term, the consequences for the quality of the professional education is significantly compromised in the long-term to the detriment of the constituencies that they serve. While this paper focuses mainly on business schools in the United States and Canada, where this author has experienced these consequences first-hand, the effects are similar if perhaps less dramatic, for those professional business programs located in higher education institutions operating in the United Kingdom and Europe. While ranking systems are not going away anytime soon, some potential ways are identified for business schools to escape the deleterious and perverse effects of being captive players in the deadly rankings game.

Mixed findings characterize the literature on skills and economic distributions within and across countries. The Programme for the International Assessment of Adult Competencies (PIAAC) offers new, internationally comparable data on literacy, numeracy, and digital problem-solving skills that can be combined with wage information. This paper presents statistical analyses, aimed at quantifying the contributions of observable and unobservable contributors to earnings inequality. Substantial inequality is documented across countries and skill measures, thus reinforcing previous findings that skill, even by the broader definition used here, is only a partial explanation for differences in economic inequality across countries. The paper concludes with future research possibilities that can further understandings of inequality dynamics within and across nations. [The original version of this paper was commissioned by American Institutes for Research (AIR), funded through a contract with the National Center for Education Statistics (NCES).]

Purpose: The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach: This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings: A framework has been developed that can be employed by business schools--especially in emerging economies--to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally-oriented education experience increasingly demanded by employers and students alike. Research limitations/implications: Limitations to this paper result from the use of "Financial Times" top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world--many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Originality/value: Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize. (Contains 19 notes, 1 table and 3 figures.)

This paper discusses issues of language revitalization and linguistic prescriptivism related to the teaching of American Sign Language (ASL) in Canada. I describe the current and historical context for ASL teaching, including the increase in ASL course offerings at some postsecondary institutions, and discuss findings related to challenges in curriculum development and issues of prescriptivism as they recur in my study of developing an ASL curriculum for parents of deaf children that is aligned with the "Common European Framework of Reference for Languages."

Based on a study of 1689 high school teachers across 132 high schools in 12 countries, this paper discusses their views on spirituality for high school adolescents. In general, they favoured spirituality for adolescents and its inclusion in the curriculum. Specifically teachers from European countries, US, Canada and Australia attested the relational consciousness aspect of spirituality, which enabled adolescents to form and preserve meaningful social relationships and build their altruistic potential. Log regression analysis showed that spiritual assessment of adolescents was perceived as comprehending their spiritual starting point, specifically by those from European countries, US, Canada and Australia. Further, they perceived spirituality as an integral part of the moral science and value education curriculum, with the main curricular objective as cultivating adolescents' spiritual sensibilities and mindfulness. The study provides the nuances of such as curriculum on spirituality in the high schools in terms of knowledge, skills and attitude components.

The second of three articles on abusive data collection and usage practices and their effect on personal privacy, discusses the evolution of data protection laws worldwide, and compares the scope, major provisions, and enforcement components of the laws. A chronology of key events in the regulation of computer databanks in included. (1 reference) (MES)