RESUMEN Paraguay ha aumentado la inversión en educación en la última década por medio del Fondo Nacional de Inversión Pública y Desarrollo (FONACIDE) cuya finalidad consiste en abordar las carencias que afectan a la educación paraguaya. Entonces, considerando la creciente preocupación por la gestión de los recursos públicos dada la escasa infraestructura y el deficiente servicio del almuerzo escolar, en este trabajo se pretende analizar la eficiencia de la gestión de los gastos públicos en educación del FONACIDE de los departamentos de Paraguay durante el período 2015 a 2017, a través de la aplicación de la técnica Data Envelopment Analysis (DEA) con análisis de ventana y retornos variables de escala con orientación producto. La técnica DEA con análisis de ventana consiste en medir el nivel de eficiencia de varias Decision Making Units (DMUs) en diferentes períodos de tiempo basado en el principio de promedios móviles. Los resultados muestran que la ineficiencia técnica pura media nacional es del 11,04%, por tanto, los departamentos en general podrían mejorar sus indicadores educativos utilizando los mismos niveles de financiamiento. Además, el mayor acceso a recursos no está vinculado a mejores rendimientos educativos. Por tanto, para potenciar el rendimiento educativo es necesario establecer otros criterios de redistribución presupuestaria del FONACIDE, considerando la necesidad de infraestructura y número de alumnos matriculados por departamento.

ABSTRACT Paraguay has increased investment in education over the past decade through the National Fund for Public Investment and Development (FONACIDE), whose goal is to address the deficiencies affecting Paraguayan education. Considering the growing concern over the management of public resources given the inadequate infrastructure and poor school lunch service, this paper aims to analyze the efficiency of public spending management in education by FONACIDE in the departments of Paraguay during the period 2015 to 2017. This is achieved through the application of the Data Envelopment Analysis (DEA) technique with window analysis and variable returns to scale with product orientation. The DEA technique with window analysis measures the efficiency level of several Decision-Making Units (DMUs) over different periods based on the moving averages principle. The results show that the average national pure technical inefficiency is 11.04%, meaning that the departments, in general, could improve their educational indicators using the same funding levels. Additionally, greater access to resources is not linked to better educational outcomes. Therefore, to enhance educational performance, it is necessary to establish other budget redistribution criteria for FONACIDE, considering the need for infrastructure and the number of enrolled students per department

It presents the methodological aspects of the design and organization of the study Food Commercialization in Brazilian Schools, which aimed to evaluate aspects related to the commercialization of food and beverages in private schools, based on information collected from school cafeteria managers and street vendors located in the immediate surroundings of the schools. A cross-sectional study was conducted in private elementary and high schools that had cafeterias, in the 26 Brazilian state capitals and the Federal District. Simple random sampling with inverse replacement was used, and in the end, 2,241 cafeterias and 700 street vendors were evaluated. The proportion of sample loss was 21.2%. The questionnaire was developed and reviewed by specialists, covering questions about: food and nutritional information, infrastructure for meals, convenience, price, availability, variety, and promotion. The logistics included a coordinating team that conducted training, managed and controlled data quality, local researchers, and a company that assisted with fieldwork. The data collection took place between 2022 and 2024. The main implementation challenges were its overlap with the 2022 election period, episodes of violence in schools, internal school policies, and the complexity of Brazil’s cultural diversity and vast territorial extension. The study’s strengths include the novelty of the data collected in terms of depth and representativeness, the use of the generated evidence to propose public policies for regulating the school food environment, and the support in building a network of researchers on the topic.

Se presentan los aspectos metodológicos de la concepción y organización del estudio Comercialización de Alimentos en Escuelas Brasileñas, cuyo objetivo fue evaluar aspectos relacionados con la comercialización de alimentos y bebidas en escuelas privadas, a partir de información recopilada de los gestores de cantinas escolares y vendedores ambulantes presentes en el entorno inmediato de las escuelas. Se realizó un estudio transversal en escuelas privadas de enseñanza primaria y secundaria que contaban con cantinas, en las 26 capitales brasileñas y en el Distrito Federal. Se empleó un muestreo aleatorio simple con reposición inversa, y al final se evaluaron 2.241 cantinas y 700 vendedores ambulantes. La proporción de pérdidas muestrales fue del 21,2%. El cuestionario fue desarrollado y evaluado por especialistas, abarcando cuestiones sobre: información alimentaria y nutricional, infraestructura para la alimentación, conveniencia, precio, disponibilidad, variedad y promoción. La logística contó con un equipo coordinador que llevó a cabo las capacitaciones, gestionó y controló la calidad de los datos, investigadores locales y una empresa que asistieron en el trabajo de campo. Las recolecciones de datos se llevaron a cabo entre 2022 y 2024. Las principales dificultades de implementación fueron su coincidencia con el período electoral de 2022, episodios de violencia en las escuelas, políticas internas de las escuelas y la complejidad de la diversidad cultural y la vasta extensión territorial brasileña. Como puntos fuertes se destacan la novedad de los datos recogidos en términos de profundidad y representatividad, el uso de la evidencia generada para proponer políticas públicas de regulación del entorno alimentario escolar y el apoyo en la construcción de una red de investigadores en la temática.

Apresenta os aspectos metodológicos da concepção e organização do estudo Comercialização de Alimentos em Escolas Brasileiras, que teve como objetivo avaliar aspectos relacionados à comercialização de alimentos e bebidas em escolas privadas, a partir de informações coletadas com gestores de cantinas escolares e ambulantes presentes no entorno imediato das escolas. Realizou-se um estudo transversal em escolas privadas, de ensino fundamental e médio que possuíam cantinas, nas 26 capitais brasileiras e no Distrito Federal. Foi empregada aleatória simples com reposição inversa, ao final, foram avaliadas 2.241 cantinas e 700 ambulantes. A proporção de perdas amostrais foi de 21,2%. O questionário foi desenvolvido e avaliado por especialistas contemplando questões sobre: informação alimentar e nutricional, infraestrutura para alimentação, conveniência, preço, disponibilidade, variedade e promoção. A logística contou com uma equipe coordenadora que conduziu os treinamentos, realizou a gestão e controle da qualidade dos dados, pesquisadores locais e uma empresa que auxiliaram no trabalho de campo. As coletas ocorreram entre 2022 e 2024. As principais dificuldades de implementação foram sua concomitância com o período eleitoral de 2022, episódios de violência nas  escolas, políticas internas das escolas e a complexidade da diversidade cultural e a vasta extensão territorial brasileira. Como pontos fortes destacam-se o ineditismo dos dados coletados em profundidade e representatividade, o uso das evidências geradas para proposição de políticas públicas de regulação do ambiente alimentar escolar e o apoio na construção de uma rede de pesquisadores na temática.

Managing school finances by school governing bodies (SGBs) in South African secondary schools has proven to be a challenge that has several negative consequences for education, infrastructure, and other resources. The purpose of this article was to assess the efficiency of financial management systems (FMSs) in selected schools in the Amathole West education district. A case study design and qualitative approach were employed in the study. Purposive sampling was used to select SGB members from 2 schools in the district. The research participants were interviewed using face-to-face and telephonic interviews. We found that while there is understanding and alignment of financial systems by SGBs, insufficient or limited financial resources, inconsistencies in dealing with financial management matters, and government deposit allocation delays, SGBs' level of education and bank operations pose challenges and lead to the misalignment of school operations. Based on the study, we suggest that SGBs adopt strategies to enhance the financial management of schools, namely monitoring and evaluation, the appointment of qualified SGB members, increased training, a stipend system for SGBs and timeous deposit of funds to schools.

Resumen: Priorizando la formación de competencias laborales, la infraestructura educativa en Chile ha relegado el juego a un segundo plano. Felipe Diéguez explora precedentes históricos y perspectivas actuales desde la neurociencia y la teoría educativa que subrayan el juego como un elemento esencial para el desarrollo y la socialización infantil. Mediante una revisión de casos, el autor sostiene que integrar la perspectiva infantil en el diseño escolar es fundamental para fortalecer el desarrollo colectivo de las comunidades educativas.

Abstract: Prioritizing vocational training, Chile’s educational infrastructure has neglected the importance of play. Felipe Diéguez examines historical precedents and contemporary perspectives from neuroscience and educational theory, which emphasize play as crucial for child development and socialization. Through case studies, the author argues that incorporating a child-centric approach into school design is essential for enhancing the collective development of educational communities.

Resumen: Las escuelas chilenas enfrentan una crisis de infraestructura que afecta tanto el aprendizaje como la cohesión comunitaria. Sol Pérez-Martínez examina las deficiencias de las políticas públicas en la integración del diseño arquitectónico con los objetivos educativos. Revisando experiencias históricas, como las escuelas comunitarias, la autora propone estrategias para alinear los fines educativos con los comunitarios, con el objetivo de fortalecer tanto el diseño escolar como el compromiso cívico en las políticas educacionales.

Abstract: Chilean schools face an infrastructure crisis that impacts both learning and community cohesion. Sol Pérez-Martínez examines the shortcomings of public policies in integrating architectural design with educational objectives. Reviewing historical experiences, such as community schools, the author proposes strategies to align educational and community goals, aiming to strengthen both school design and civic engagement in educational policies.

Resumen: A lo largo del siglo XX, las reformas educativas en Chile y el aumento en la escolaridad impulsaron al Estado a buscar sistemas que facilitaran la expansión de la infraestructura educativa a escala nacional. Este artículo discute el proceso de estandarización de los entornos escolares rurales. Examinándolo a la luz de nociones modernistas como “tipología” y “estándares”, se revelan las características únicas de un proceso que, a lo largo del tiempo y a través de distintos actores, exploró diversos enfoques hacia la estandarización funcional, formal y técnica.

Abstract: Throughout the 20th century, educational reforms in Chile and increased school enrollment drove the State to seek systems that would facilitate the expansion of educational infrastructure nationwide. This article delves into the standardization of rural schools. By examining this experience alongside modernist notions of “typology” and “standards,” it reveals the distinctive traits of a process that, over time and through various actors, showcased a range of approaches to functional, formal, and technical standardization.

Resumen: La educación no debe estar confinada a los centros urbanos ni diseñada únicamente para grandes públicos. Los proyectos en esta sección evidencian la escasez de instalaciones educativas fuera de las grandes concentraciones urbanas, un problema significativo en América Latina. Las cuatro escuelas en la Araucanía, al sur de Chile, acogen a pequeños grupos de estudiantes de diferentes edades y de entornos rurales, muchos de los cuales viajan varios kilómetros para asistir a clases. Juntas, ofrecen una exploración tipológica donde pasillos o halls se transforman en animados interiores multipropósito. Su materialidad, dimensiones y emplazamiento estratégico les permiten funcionar como patios de recreo, comedores, aulas y espacios para reuniones públicas, sirviendo a profesores, estudiantes y la comunidad en general. El Bosque Learning Center en La Barra, Uruguay, es una iniciativa de una organización sin fines de lucro ante la falta de espacios culturales y de aprendizaje en este enclave costero. Como un espacio para la reunión social y cultural, el edificio posiciona el bosque en el corazón de la experiencia de aprendizaje. Las salas circulares translúcidas, construidas con materiales simples, y a la larga desmontables, alojan espacios para talleres y clases. Organizadas alrededor de un espacio social de mayor tamaño, se abren y cierran al bosque circundante. El diseño fomenta una conexión visual y sensorial con la naturaleza, enriqueciendo formas organizadas y espontáneas de aprendizaje en y desde el bosque.

Abstract: Education should not be confined to urban centers or designed solely for mass publics. The projects in this section highlight the critical shortage of educational facilities outside large urban areas, a significant issue across Latin America. The four schools in Araucanía, in the south of Chile, accomodate small groups of students of various ages from rural backgrounds, who often travel several miles to attend classes. Each school doubles as a communal center. Presented together they offer a typological exploration to transform halls or distribution spaces into lively indoor patios and multipurpose interiors. The materiality, dimensions, and thoughtful placement allow these spaces to function as playgrounds, cafeterias, classrooms, and venues for public gatherings, serving teachers, students and the broader community. Bosque Learning Center in La Barra, Uruguay, is a self-organized response from a non-profit organization to the lack of cultural and learning spaces in this seaside enclave. As a space for social and cultural gathering, the building places the forest at the heart of the learning experience. Translucent circular rooms, constructed with simple and sustainable materials, are organized around a central square space, opening and closing to the forest beyond. The design fosters a visual and perceptual connection with nature, enhancing organized and spontaneous forms of learning in, and from the forest.

Resumen: Podemos conceptualizar un programa educativo de gran escala (como una escuela o universidad) como una pequeña ciudad, pero ¿cuál es la impronta urbana de una institución educativa? Los proyectos en esta sección ofrecen respuestas basadas en estrategias y contextos urbanos distintos. El Centro Cívico de la Universidad de Los Andes representa la primera fase de un ambicioso proyecto para abrir una manzana en el denso distrito histórico de La Candelaria en Bogotá, Colombia. Para llevarlo a cabo, los arquitectos proponen multiplicar y conectar niveles: pasajes y patios articulan el programa universitario con nuevos itinerarios y vistas a lo largo de la manzana. Esta porosidad se evidencia en la sección, revelando la densa y pensada capa de conexiones dentro y alrededor del nuevo edificio. En contraste, Chamisero, un enclave suburbano de estratos socioeconómicos altos en Santiago, Chile, se caracteriza por su clima seco y vegetación árida. Los arquitectos del colegio Alianza Francesa Antoine de Saint-Exupéry internalizaron ingeniosamente este paisaje y la ubicación del sitio en una ladera. Una serie de patios, algunos excavados y otros rellenados, forman terrazas a lo largo de la pendiente que permiten organizar las aulas en “barrios” de diferentes tamaños y programas. La imponente fachada de dos pisos hacia la avenida principal es testimonio de la demanda de una imagen institucional memorable, característica de la educación privada en Chile (y más allá). Sin embargo, la imagen más perdurable es la operación topográfica, especialmente vista desde la fachada trasera. Casi completamente incrustado en la ladera, el edificio ofrece a sus vecinos vistas despejadas hacia las colinas, cercanas y lejanas, que conforman el paisaje de este suburbio.

Abstract: We can conceptualize a large educational program like a school or university as a small city, but what is the urban imprint of an educational institution? Both projects in this section offer answers rooted in distinct urban strategies and contexts. The Universidad de Los Andes Civic Center is the first phase of an ambitious project to open up a block in Bogotá’s dense historic district of La Candelaria in Colombia. To achieve this, the architects propose multiplying and connecting floors: passageways and patios articulate the university program with new itineraries and vistas across the block. This porosity is perhaps more evident in section, revealing the thoughtful and dense layering of spaces within and around the new building. In contrast, Chamisero, a wealthy suburban enclave in Santiago de Chile, is defined by its dry climate and arid vegetation. The architects of the Alianza Francesa Antoine de Saint-Exupéry school ingeniously internalized this landscape and the plot’s foothill location. They crafted a series of patios, some excavated and others filled-in, creating terraces along the slope that organize classrooms into “neighborhoods” of varying sizes and programs. The building’s imposing two-floor facade towards the main avenue stands as a testimony of the demand for a memorable institutional image that is a trait of private education in Chile (and beyond). Yet, the image that endures is the overall topographic operation. Almost fully embedded in the hillside, the building offers its neighbors unobstructed views of the hills, near and far, that define the landscape of this suburb.

ABSTRACT: The National School Feeding Program (PNAE) is the oldest and most extensive food and nutrition program in Brazil. Art. 14 of Law 11.947 stipulate that at least 30% of its operational resources need be used to purchase family farming products. However, there are important barriers that hinder the application of this law. The present article developed a conceptual model that described and analyzed the barriers to this requirement. A systematic literature review identified twelve barriers, divided into three constructs political administrative infrastructure and human capital, which enables PNAE management to develop mitigation strategies, including a larger number of farmers in the program, thereby increasing its efficiency. ABSTRACT (PNAE Brazil Art 1 11947 11 947 11.94 30 products However law requirement capital strategies efficiency 1194 94 11.9 3 119 9 11.

RESUMO: O Programa Nacional de Alimentação Escolar (PNAE) é considerado o programa de alimentação e nutrição mais antigo e de maior abrangência do Brasil. O art. 14 da Lei n. 11.947 determina que um percentual mínimo de 30% dos seus recursos operacionais deva ser empregado na compra de produtos da agricultura familiar. Contudo, existem barreiras importantes que dificultam a aplicação dessa Lei. Este artigo tem como objetivo desenvolver um modelo conceitual que permita descrever e analisar as barreiras impeditivas à esta exigência. Uma revisão sistemática da literatura permitiu identificar doze barreiras que se agrupam em três constructos: político-administrativo, infraestrutura e capital humano, que possibilita aos gestores do PNAE o desenvolvimento de estratégias de mitigação, inserindo um maior quantitativo de agricultores no programa, aumentando sua eficiência. RESUMO (PNAE Brasil art 1 n 11947 11 947 11.94 30 familiar Contudo exigência constructos políticoadministrativo, políticoadministrativo político administrativo, administrativo político-administrativo humano mitigação eficiência 1194 94 11.9 3 119 9 11.

Abstract The objective of this paper is to analyze the historical behavior of student enrollment in a technological high mid-level school, in Ciudad Juárez, Chihuahua, in order to estimate future demand, to identify the required infrastructure capacity in the institution, in terms of classrooms and teaching staff and calculate the student-teacher and student-classroom ratios and compare them with the international and Mexican average ratios. This is due to the fact that at the beginning of the school cycles, there were situations of lack of capacity to serve the students on time, having to improvise in the adequacy of the facilities and teaching staff. Different methods of quantitative forecasts were reviewed that, according to the historical behavior of the data, the one that most closely adheres to mentioned behavior was used. Data from 15 school periods available since its inauguration were collected. Data treatment begins with normality tests in order to establish the statistic that was used. Once the appropriate forecast model was used, it was validated with 5 periods to check if the calculated forecasts adhered to the real data that was presented from period 16 to 20, likewise, the statistical hypothesis tests were carried out for validation of the models used. Tests were performed with different level and trend smoothing factors, using the one that showed the lowest error per period, which ranged from 0.21% to 8.88%. The ratios student-teacher and student-class found were 36 and 38 respectively.

Resumo O objetivo deste artigo é analisar o comportamento histórico da matrícula de alunos em uma escola secundária tecnológica em Ciudad Juárez, Chihuahua, a fim de estimar a demanda futura. O objetivo é determinar a capacidade de infraestrutura necessária na instituição em termos de salas de aula e pessoal docente, e calcular as proporções aluno-professor e aluno-sala de aula para compará-las com as proporções médias internacionais e mexicanas. Isto porque, no início dos ciclos escolares, costumam surgir situações de falta de capacidade para atender os alunos atempadamente, razão pela qual foi necessário improvisar na adaptação das instalações e do corpo docente. Para este estudo, foram revisados diferentes métodos de previsão quantitativa; A partir disso, e de acordo com o comportamento histórico dos dados, foi utilizado aquele que mais aderiu a esse comportamento. Especificamente, foram coletados dados de 15 períodos letivos disponíveis desde a sua inauguração. O tratamento dos dados iniciou-se com testes de normalidade para estabelecer as estatísticas utilizadas. Uma vez utilizado o modelo de previsão adequado, foi validado com 5 períodos para verificar se as previsões calculadas estão de acordo com os dados reais que foram apresentados do período 16 ao 20; Da mesma forma, foram realizados testes de hipóteses estatísticas para validar o modelo utilizado. Além disso, foram realizados testes com diferentes níveis e fatores de suavização de tendência, sendo utilizado aquele que apresentou menor erro por período, que variou de 0,21% a 8,88%. As proporções aluno-professor e aluno-sala encontradas foram de 36 e 38, respectivamente.

Resumen El objetivo de este artículo es analizar el comportamiento histórico de la matrícula estudiantil en un bachillerato tecnológico de Ciudad Juárez, Chihuahua, con la finalidad de estimar la demanda futura. El propósito es determinar la capacidad requerida de infraestructura en la institución en lo referente a aulas y personal docente, y calcular las proporciones alumnos-maestro y alumnos-aula para compararlos con las proporciones medias internacionales y de México. Esto se debe a que, en los inicios de los ciclos escolares, se suelen presentar situaciones de falta de capacidad para atender al alumnado en tiempo, por lo que se tuvo que improvisar en la adecuación de las instalaciones y personal docente. Para este estudio, se revisaron diferentes métodos de pronósticos cuantitativos; a partir de esto, y de acuerdo con el comportamiento histórico de los datos, se utilizó el que más se apegaba a dicho comportamiento. En concreto, se colectaron datos de 15 periodos lectivos disponibles desde su inauguración. El tratamiento de los datos inició con pruebas de normalidad con el objetivo de establecer el estadístico que se utilizó. Una vez utilizado el modelo de pronósticos apropiado, se validó con 5 periodos para comprobar si los pronósticos calculados se apegan a los datos reales que se presentaron del periodo 16 al 20; asimismo, se realizaron las pruebas de hipótesis estadísticas para validación del modelo utilizado. Además, se efectuaron pruebas con diferentes factores de suavización de nivel y tendencia, y se empleó el que mostró el menor error por periodo, el cual varió desde 0.21 % a 8.88 %. Las proporciones alumnos-maestro y alumnos-aula encontradas fueron de 36 y 38, respectivamente.

Prior research reveals a persistent lack of interest from teachers to engage in content-based collaborative teaching communities. This obscurity often results in teachers working in isolation, detrimentally affecting the implementation of indigenized innovative digital pedagogies. The current study investigates the interplay between teacher collaboration and the indigenization of secondary school mathematics pedagogy (SS-MP) via the UTAUT model. A cross-sectional study was conducted in South African rural secondary schools, aiming to examine the extent to which teacher collaboration contributes to the indigenization of SS-MP and how this relationship can be measured and assessed within the context of the UTAUT model. Stratified random sampling was used in selecting participants in the survey. Partial least squares structural equation modelling (PLS-SEM) was employed to analyze the measurement and structural models guided by five (5) hypotheses. The sample comprises one-hundred and fourteen educators. The findings revealed significance of behavioural intention (BI) and attitude (ATT) in predicting the successful indigenisation of mathematics teaching practices. User behavior (UB) reveals potential for refinement in predictive performance. Policy implications do emphasise tailoring educational technology integration policies, with reference to infrastructure and supportive conditions. For managerial level, targeted professional development initiatives as well as positive social influences are crucial. The general position though is understanding of technology acceptance in secondary school mathematics, by providing practical guidance responding to culturally settings and technology integration.

The number of people on Earth and human activities are currently taking on frightening proportions with far-reaching consequences for our planet, its biodiversity and ultimately the human race itself. Ten thousand years ago, humans represented 1% of the total biomass of all land vertebrates. The rest was made up by wild animals. Currently, humans, livestock and pets make up 99% of terrestrial vertebrate biomass, while wild animals represent only 1%. It took millennia for the human population to reach the 1 billion mark and that only by 1890. By 1960, however, the world population had grown to 3 billion. Today there are 8 billion people living on our planet. According to Population Matters, the world population will be approximately 10,4 billion by the end of this century, despite the gradual decline in the growth rate in some countries. There is only a 23% chance that the total population growth rate will tail off before 2100. The population of the 47 least developed countries is likely to triple between 2017 and 2100 to around 3 billion. There are currently 62 million people in South Africa. About 67,9% of our population (in 2021) live in urban areas. The South African population grew by 0,87% in 2023. The fertility rate is 2,30 (2023). It is estimated that by 2050 75,5 million people will be living in South Africa, with 8 out of every 10 people living in urban areas, which would significantly increase the pressure on infrastructure. The Global Footprint Network states that humans currently use the resources of 1,75 Earths. If the situation does not improve, by 2050 we would need the equivalent of three Earths to survive. More than 4 billion people will have little or no water by 2050, and South Africa even now has been classified as a "water-stressed" country. Medical science is continually contributing to more babies surviving their entry into the world and to our living increasingly longer. Life expectancy has risen from 46 years in 1950 to 73,2 years in 2023. By 2050 it will be 77 years. What can be done? Empowerment of women is important. Population growth can be curbed to a reasonable extent by giving more girls access to education. This certainly does not mean that girls or women alone should be held responsible for the current population growth, but much more will have to be done about sex education, women's rights will have to be actively promoted and there will have to be better provision and use of contraceptives. Obviously, these issues should be approached and handled with due caution. In this regard, countries such as Thailand and South Korea have, in the recent past, proved that good education may result in lower birth rates. In Africa, women with no education have an average of 5,4 children; women who completed high school an average of 2,7 children and women with tertiary education an average of 2.2. In Nigeria, every year of school attendance by girls cuts the birth rate by a tenth. In addition, intensified efforts to reform economies and societies should be considered. For the sake of the survival of the human species and the sustainability of the Earth, ecological and economic justice and the empowerment ofwomen have to be encouraged. The Millennium Project - a global participatory think tank that was founded in 1996 under the auspices of the American Council for the United Nations University, but which became independent in 2009 and has since grown into a global network of institutions and individuals - aims to improve humankind's prospects for a better future. It recommends, among other things, the following: • Support a policy aimed at improving the survival of children, responsible family planning and educational opportunities for (especially) girls. • Improve methods that will ensure skills and employment opportunities for young people, as well as care and services for the elderly. • Implement the UN's urban agenda. • Create enough smart cities where citizens with urban intelligence can help in eco-smart ways with the necessary improvements in the city. • Increase training in resilience, and improve disaster prediction and management. • Provide guidance for people about urban ecology. • Intensify research and development in saltwater agriculture (halophytes or salt plants) on coastlines to produce food for humans and animals, biofuel and pulp for the paper industry, and to absorb carbon dioxide (CO2). This will ease the pressure on freshwater agriculture. • Improve agricultural and irrigation management. • Invest in precision agriculture and aquaculture. • Reduce food losses from the "farm to the mouth" (one third or 1,3 billion tons of agricultural production is wasted in this way every year). • Establish seaweed to restore wild fish populations along coastlines. The World Bank estimates that 90% of marine life is completely depleted. • Expand the production of insects for animal feed and human diets (insects have a low environmental impact, and 2 billion people already supplement their diet with insects today). • Encourage vegetarianism. Although there are more ways to address these important global challenges, responsible family planning remains one of the most important. This is an extremely sensitive issue for many people (especially in Africa), but if it is not promoted in a humane, informed and responsible way, the sustainability of life on our planet will increasingly come under tremendous pressure in various respects.

Die aantal mense op aarde en hulle/ons aktiwiteite neem tans skrikwekkende afmetings aan met wydlopende gevolge vir ons planeet, biodiversiteit en uiteindelik onsself. Die moderne mens het sy teenwoordigheid op die aarde en die benutting van hulpbronne baie lank as sy onaantasbare reg gesien. Die huidige uitwerking van byvoorbeeld bevolkingsgroei en besoedeling versteur die aarde se natuurlike ritme in so 'n mate dat ons nou nie meer op 'n kitsoplossing kan hoop nie. Die mens se getalle neem teen so 'n tempo toe dat dit nie net nadelig vir die planeet is nie, maar ook vir die mensdom self. Wat kan gedoen word? Bemagtiging van vroue speel 'n belangrike rol. Dit beteken beslis nie dat meisies en vroue alleen vir die huidige bevolkingsgroei verantwoordelik gehou moet word nie. Die bevolkingsgroei kan egter in 'n redelike mate vertraag word deur veral meer meisies toegang tot onderwys en opleiding te gee - asook hul lewensomstandighede te verbeter. Ook sal daar heelwat meer aan seksopvoeding gedoen moet word, vroueregte sal daadwerklik bevorder moet word en daar sal beter voorsiening en gebruik van voorbehoedmiddels moet wees. Uiteraard moet hierdie kwessies met die nodige omsigtigheid benader en hanteer word. In hierdie verband kan onder andere Thailand en Suid-Korea genoem word wat in die onlangse verlede bewys het dat goeie onderwys geboortesyfers laat daal. In Afrika het vroue wat geen onderwys ontvang nie, gemiddeld 5,4 kinders; vroue wat hoërskool voltooi het gemiddeld 2,7 kinders en vroue wat tersiêre studie deurloop het, gemiddeld 2,2 kinders. In Nigerië sny elke jaar wat meisies skool bywoon, die geboortesyfer met 'n tiende. Hiermee saam sal daar ook verskerpte pogings moet wees om ekonomieë en samelewings te hervorm. Ter wille van die mens se voortbestaan en die volhoubaarheid van lewe op aarde moet ekologiese en ekonomiese geregtigheid, en die bemagtiging van vroue aangemoedig word.

South African teachers experience challenges with the implementation of the national school curriculum - the Curriculum and Assessment Policy Statement (CAPS). In this regard, teachers may not feel empowered to effectively deal with the demands of the current educational policy. Concerns have been expressed about learners' poor performance in schools and the school infrastructure coupled with educational capacity emerged to be a possible contributing factor. In the study reported on here we focused on the challenges experienced by South African life sciences teachers in the implementation of CAPS caused by limited resources. The context of the study was secondary schools in 1 sub-district in the Northwest province that offered life sciences (LS) in Grades 10 to 12. A qualitative research approach was followed and 10 teachers from rural public schools who taught LS in Grades 10 to 12 during the period of this study were purposefully selected. For data generation, we used audio recordings from individual and focus-group interviews. The findings indicate that teachers' needs in terms of resources to effectively implement CAPS are often not catered for. It is recommended that adequate teaching and learning resources for effective implementation of CAPS should be provided. The Department of Education's prioritisation of teachers' needs will engender effective curriculum implementation.

With this study we investigated strategies to support rural-based schools in teaching and learning during the COVID-19 pandemic. The research was conducted in 6 secondary schools in the Maune circuit, Capricorn North district of the Limpopo province, South Africa. A qualitative research approach using a case study research design was followed in the study. The population consisted of 42 school management teams (SMTs) and school governing bodies (SGBs) in the Maune circuit. Purposive sampling was used to select 18 participants. Data were collected through individual semi-structured interviews. A thematic approach was used to analyse the data. The social realist theory was adopted as theoretical framework using the concepts of structure, culture and agency as theoretical lenses. We found that the Department of Basic Education did not train SMTs and SGBs, which affected teaching and learning. We concluded that due to the unavailability of ICT infrastructure within the Maune circuit, teaching and learning during strict lockdown (coronavirus disease [COVID-19]) were impossible and difficult when learners were rotating attendance. We recommend a shift from a blanket approach to school support to conducting an intensive needs analysis for each school in order to provide appropriate and relevant support. A social realist approach to school support is also recommended, where structure and culture are considered critical attributes for school development. It will be good for policy makers, role players and stakeholders to work together towards a common goal and carry out their agential role in ensuring that the needs of marginalised learners are met in schools.

Resumo Introdução: O Programa Nacional de Alimentação Escolar (PNAE) destaca-se por ser um dos maiores programas do mundo de alimentação escolar, contemplando o Direito Humano à Alimentação Adequada a estudantes brasileiros. Entretanto, alguns estudos têm observado baixa aceitabilidade e adesão à alimentação escolar. Objetivo: Analisar a percepção de merendeiras e escolares acerca da aceitabilidade e adesão à alimentação escolar. Metodologia: Pesquisa qualitativa realizada através de grupos focais com merendeiras de três escolas e escolares do sexto ao nono ano de escola pública de Sumidouro, Rio de Janeiro, Brasil. Os grupos focais foram realizados utilizando-se roteiros semiestruturados e gravados em áudio e vídeo, posteriormente transcritos e analisados por Análise de Conteúdo. Resultados: Foram identificados seis temas: autoconhecimento, adesão, aceitabilidade, preparo e distribuição da alimentação escolar, cardápio e ambiente. Conclusão: O emprego de esforços na melhoria da infraestrutura e aspecto do ambiente alimentar, com a aquisição de utensílios adequados, alteração no modelo de serviço de distribuição e no modo de preparo das refeições, resultando em cardápios variados, são estratégias que podem contribuir para melhorar a adesão e aceitabilidade à alimentação escolar. Essas mudanças favorecem a promoção de saúde no espaço escolar, com foco em políticas públicas saudáveis.

Abstract Introduction: National School Feeding Program (PNAE) stands out for being one of the largest school feeding programs in the world, contemplating the Human Right to Adequate Food for Brazilian students. However, some research works have observed low acceptability and adherence to school meals. Objective: To analyze the perception of school lunch ladies and students about acceptability and adherence to school meals. Methodology: Qualitative research carried out through focus groups with lunch ladies from three schools and students from the sixth to the ninth grade of a public school in Sumidouro, Rio de Janeiro state, Brazil. The focus groups were carried out using semi-structured scripts and recorded in audio and video, later transcribed and analyzed by Content Analysis. Results: Six themes were identified: self-knowledge, adherence, acceptability, preparation and distribution of school meals, menu and environment. Conclusion: The use of efforts to improve the infrastructure and aspect of the food environment, with the acquisition of adequate utensils, change in the distribution service model and in the way of preparing meals, resulting in varied menus, are strategies that can contribute to improve adherence and acceptability to school meals. These changes favor the promotion of health in the school environment, focusing on healthy public policies.