This paper focuses on the significance of physical education teacher education (PETE) (Drummond & Pill, 2011;Pill, 2009Pill, , 2010

Consistently, it has been reported that persons with disabilities face multiple challenges in societies and thus it is important that deliberate intervention programs are initiated to empower them to overcome exclusion. The United Nations has taken the lead through the Sustainable Development Goals (SDGs) project, which is a framework for assisting countries and donors in their efforts to alleviate poverty. This article documented the experiences of persons with disabilities with respect to global efforts towards poverty reduction via SDGs. Face-to-face interviews were conducted with 48 individuals with disabilities (hearing loss n = 11, visual impairment n = 15, and physical disability n = 22) who were drawn from four districts in the Northern Region of Ghana. Analysis of the interview data revealed common themes related to hardship, poverty, limited access to education, and underemployment. The results indicated that the SDG project engendered little tangible improvement in the lives of persons with disabilities. The need for concerted efforts to address barriers faced by individuals with disabilities is discussed extensively.

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De-privatisation of classrooms signifies the opening of classrooms so teachers can 'observe ', 'be observed' or 'engage in team teaching'. This study examined the perceptions and practices of school staff to determine the possibilities and challenges of deprivatisation of classrooms in Fiji. Employing case study methodology, data were gathered from two urban secondary schools using on-line questionnaires and face-to-face interviews. A total of 71 questionnaires and 16 interviews were analysed using quantitative and qualitative methods respectively. There were several findings which emerged from the study. Firstly, that there is a strong correlation between 'observe' and 'be observed' by colleagues. Secondly, that teachers' major challenges in regard to deprivatisation of classrooms are the workload and school culture. Thirdly, in developing countries, colleagues and the heads of department are seen as the most suitable people in the school context to cultivate the effects of de-privatisation particularly inside the classroom where support is needed to help teachers improve the instructional practices. Overall, teachers, heads of department and the school administrators need to work together to establish a culture of professional learning communities (PLCs) to enhance teachers' instructional practices.

There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised and enacted. We suggest that any attempt to support students to personalise their learning needs to be contextualised within broader curricular goals, and that its developmental nature entails progressions in specific learner capabilities, and therefore the need for students to be supported in this process. In proposing a framework for this support, we focus on general principles around the what and how of this process rather than on particular discipline areas.