The authors of this paper have coined the term special needs community therapists to describe this unique group of special needs professionals involved in a participatory community-based trans-disciplinary treatment (involving intervention, rehabilitation and/or management) that caters to short-term (acute cases) and long-term (chronic cases) intellectual and developmental disabilities done within a residential context, where the clients (i.e., these individuals are treated as customers who need specialized therapy services) and the therapists live and work together. Community therapy for people with special needs can be provided via two main management systems – clinically based case management (institution-centered) and/or person-centered care management (client-centered) – and several different service models such as standard community treatment with high client-therapist ratios and intensive community treatment where the emphasis is on community involvement and lower client-therapist ratios.

Parenting a child with autism spectrum disorder (ASD) has never been easy. Research has shown that parenting stress is much higher whose children are diagnosed with developmental disabilities such as ASD than typically developing children. The contributing factors include, but not limited to, the child’s limited social and communication skills and restricted and stereotypical activities (core deficits of autism). Parents lacking knowledge about ASD often resort to other forms of interventions in the hope to find a cure and believe it can help to eradicate the deficits of the disorder. Such treatments are known as complementary and/or alternative medicine and are not evidence-based. As there is no current remedy for ASD, perhaps it is time for parents to stop finding a cure to this disorder. In this paper, the author uses the application of the theory of salutogenesis and with the use of the three salutogenic components – meaningfulness, comprehensibility and manageability, aim to help parents establish a sense of coherence by identifying, understanding and managing their children with ASD.

The bedrock of technological development in any country lies in the effective implementation of technical and vocational education programme. The desire to produce competent graduates of technical and vocational education can be achieved when the facilities in the workshops are relevant and adequate for the programmes as demanded by the curriculum. This study has shown that inadequate facilities have grave consequences on women participation in technical and vocational education. Nigerian cannot afford to be left out of the great benefits in technical and vocational education. It then becomes pertinent to provide the necessary equipment and facilities in the different institutions to attract women into the programme.

This qualitative study clarifies opinion of 32 European volunteer youth leaders on concepts of competence, fewer opportunities and enlargement strategies on competence of fewer opportunities. Leaders underline main competencies as follows: tongue, languages, mathematical, digital, learning, social, entrepreneurship, cultural. Key competences are those which all individuals need for personal fulfillment and development, active citizenship, social inclusion and employment (Figel, 2007). The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society. According to leader, fewer opportunities mean; obstacles can prevent such young people from having access to education, to mobility, to participation. All leaders agree with the non-formal education which is base for development of competence of fewer opportunities. Non-formal education may be one of them, especially – but not solely – for young people with fewer opportunities (Strenner, 2006). Leaders have lack of knowledge on dimension of non-formal learning for fewer opportunities. Future studies should be conduct on approved techniques and strategies of development of competence of fewer opportunities young people. Especially experimental researchers are very important. European youth volunteer organizations such as SALTO should widen programs all around the Europe. Today’s world reality makes volunteer non-formal education obligatory.

In 2002 the first design related program patch started at the University of Bahrain with a group of 17 students enrolled in the BSc. of Interior Design Program. Since their graduation in 2007 many groups followed. A decade after the first group graduation the design profession market has changed and so did the education field linked to this profession. This research aims at reviewing the existing research on education and academic career patterns for the majority of women enrolled in the interior design program to enhance this profession and sustain women in this field. Moreover, the research paper gives an overview of a qualitative study done by semi-structured interviews targeting 58 out of 275 female interior design graduates from the year 2007- 2017. The study investigates the social, cultural and professional challenges that faced 22 female graduates of The Interior Design Program and their current role in either the design or the educational profession in the field. The results also shows a thematic graphical analysis of their current profession trajectories. The primary research results are then compared to secondary data of two ad hoc committee comments of students and professionals undertaken in 2017 along with an online survey result answered by more than 69 graduates. This study is of high importance as it is pioneering in documenting and predicting graduates’ competitiveness and sustainability in the design profession. This complies with Bahrain economic vision of 2030, that requires investigations and investments in non-oil sectors, as design might be the way forward. Keywords: Women in Design, Interior Design, Challenges.

While Botswana has long invested in education, high unemployment rates among the youth, females and university graduates remain a critical challenge for the country. Despite this challenge, research on the issue is scant and solutions to assist the affected groups to enhance their employability remain scarce and inaccessible. This paper employs a qualitative, exploratory and descriptive approach to investigate Botswana university students’ knowledge of employability skills and attributes. It further assesses whether there are differences between the skills and attributes that students perceive as important versus the ones that have been reported as important by the global labour market. The paper also proposes a framework for ensuring the development of employability skills and attributes by different players in the labour market. The proposed framework recognizes employability as a joint responsibility shared by training institutions, employers, incumbent employees and potential employees. Implications for future research are also discussed.