The study examined the public’s knowledge of Technical and Vocational Education (TVET) in the Ayawaso-West Municipality, located in the Greater Accra Region of Ghana. Qualitative methods were employed to investigate the societal understanding of TVET, utilizing key informant interviews and focus group discussions. A purposive sampling technique was employed to select thirty-six (36) participants. Key informant interviews involved twelve individuals, consisting of ten parents and two school personnel. Additionally, three focus group discussions were conducted, with eight students participating in each group. Data was analysed through the lens of Solomon Eliot Asch’s theory of impression formation, which centres on beliefs and information availability. The limited public information and beliefs surrounding TVET serve as the foundation for downgrading the subsector. As the theory suggests, societal or public actions are based on the beliefs and information available to them. The results revealed two main themes: awareness and misconceptions regarding TVET. It was further revealed that while people are familiar with TVET and understand its importance, there exist misconceptions that TVET is only intended for specific groups within society. The study recommends that the government should actively engage in public awareness campaigns to highlight the significance of TVET.

Drawing on the sociology of expectations, this paper inquires what objects, promises, and audiences are invoked in two examples of biotechnology discourse on organoids, MCELS (Multicellular Engineered Living Systems) in the USA and REBIRTH (From REgenerative BIology to Reconstructive THerapy) in Germany, and how that affects therapeutic consent. Therapeutic consent discussion in the literature has been focusing on singular discourse on the objects of biotechnology. This paper focuses on making of organoids embedded in two very large research projects of biotechnology in two comparative cases to fill the gap between cultures of imaginations and discourses. The paper claims that (a) both projects are connected through shared objects within vanguard visions joined through a discourse coalition. The discourse coalitions that are making them further can be connected at the object level both by the low expectations and the techno-scientific imaginaries that are more relevant to public imagination by nested frameworks of vanguard visions and sociotechnical imaginaries. This connection is necessary for the object to be considered within the research and development of the object, whereas when the research programme is finished and the object itself is delivered, the low expectation and the calibration thereafter is dependent on this network (b) When the object [organoid] itself is a research object and a part of a discourse coalition is and an applied healthcare object at the same time, lowering of expectations and recalibration of the higher expectations are necessary for debates around consent as enabling conditions of consent in the very first place.

AbstractTo address unmet behavioral health needs of children and youth, the system of care (SOC) philosophy was developed and evolved into a framework to support community-based coordinated networks that provide an array of effective services and supports. There is limited elaboration of the actual implementation processes and intricacies of SOC development, particularly, in terms of the roles of local SOC coordinators (local coordinators). Limited published research has addressed the necessary knowledge and roles of local coordinators, and the theoretical underpinnings and structure of their learning, skill development, and capacity building. Utilizing an archival approach and reflexive thematic analysis, this qualitative study examined records of three forums involving 50 local SOC coordinators (11% male, 89% female, 93% white, ages between 27 and 66 years) between 2017 and 2018. The analysis revealed varying levels of experience, knowledge, and skills, and uncovered several SOC development strategies utilized by coordinators. The study illustrates the inception of a learning collaborative that served as a bridge and implementation driver for SOC development and socio-professional support for local coordinators. The findings provide an empirical base and emerging framework for SOC coordinators’ training and professional development. The value of learning collaboratives in facilitating exposure to a diverse knowledge base and the importance of fostering supportive spaces for coordinators as they strive to develop SOCs are evident. Incorporating supportive learning collaboratives for local change agents could be a dynamic strategy to support the effective implementation of system-wide changes or enhancements in behavioral health services.