The present paper aims to offer some theoretical insights into the understanding of how the cultures, policies and practices of educational inclusion of disabled people in the Brazilian national context is impacted by national and international policies, but also how far beyond they are affected by other aspects when one takes a broader perspective of analysis, here named as omnilectical. Some international and national policies are taken as starting point to develop the arguments, but the analysis itself shows inevitably that there is far more to be considered. In fact, it is argued that such aspects may be endless, and as such, complex to control. Yet, by adopting an omnilectical view it is believed that control may not always express quality when it comes to carrying out deeper analyses. Perhaps what is needed is some courage to engage in the exercise of breaking through some given-for-granted “traditional” ways of thinking in an attempt to create an epistemology that may open some room for the multidimensional variables at stake in today’s realities so that they can be taken into account as part and focus of the analysis.

Research has shown that effective support systems are key to an educational CEO for success and tenure in the position. This qualitative secondary analysis (QSA) of women educational CEOs from the United States and Canada allowed for the reexamination of interviews from 37 participants focused on the importance of support systems. Findings uncovered six different themes or areas of support/hindrances: three formal supports/hindrances, policy, school board, and staff, and three informal supports/hindrances, family, community, and mentors/other women educational CEOs.

Despite the fact that crisis management is essential for school’s smooth operation and crises occur at schools and education institutions around the world, Greek school is characterized by limited readiness to manage its potential crises. This study investigates the attitudes and perceptions of teachers concerning crisis events in school units bearing in mind that such events occur in a unique context in every school and every situation. The study’s findings are based on data collected through an empirical, qualitative research. The results show that that school premises in Greece are not considered safe sites not only due to students’ aggressive behaviour but also to the feebly support provided by the Ministry of Education and the Local Authorities as well as teachers’ feelings of inadequacy and inappropriateness. Since the problem of school safety is proved to be multifaceted, it requires collectivity and a dedication to strong collaboration in order to be solved.

To make their mandate more efficient, universities have to either offer services to students either produce innovation and scientific research. From this point of view it is difficult for universities to focus their attention on economic and financial performance. Instead, it is much more relevant for the university to find models of governance that are able to bring together profitability, financial sustainability, and social and communitarian commitment. Universities generate knowledge that can be used to improve the standard of economic and social life in the territorial environment. For these reasons it is important to analyze relations between university and community of reference. We found that italian universities that perform better are associated with communities able to generate individual and social welfare. Better universities have also more active and skilled student populations. Monthly data are considered for the period 2012 and 2017 for 58 italian universities. Data are collected from BES-ISTAT, Almalaurea and Center for World University Rankings-CWUR. The complex database has been realized by using KNIME mixing different sources in an original metric environment. We use panel data approach to estimate the level of italian ranking in CWUR statistics by the usage two different sets of variables: BES-ISTAT and SIOPE. The increasing in the Global International Ranking can be realized either directly by increasing the level of services and products generates, either indirectly improving the spillovers effect of universities in respect to a certain community of reference.

Gender equality in the workplace and social life has been argued especially since industrialization. Despite the belief that the education profession is suitable for women, the education sector has been one of the most discussed sectors due to the low number of female managers. Doubtless, gender stereotypes and attitudes toward women contribute to these inequalities. This research aimed to examine the attitudes, which may be an important part of this inequality, of teachers towards female principals. The universe of the research is consisted of the teachers and administrators at public schools in Adana's districts (Seyhan, Cukurova, Yuregir, and Saricam) province where women held an administrative position in the 2015-2016 academic year. The sample consisted of 818 teachers and administrators. A descriptive survey method was used to conduct the research. Attitudes toward Women Managers Scale were used to collect data. Statistical Package for the Social Sciences (SPSS) software was applied to analyze the data. For descriptive statistics, frequency, percent, average and standard deviation were used. For the statistical analysis T-Test and ANOVA tests were applied. As a result of the data analysis; significant differences between the groups according to gender, age groups, status and, level of the schools were found.