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The influence of social constructivism in early years care and education has highlighted the need for greater levels of dialogue and meaningful collaboration between professionals, families and communities. However, the term 'collaboration' can be interpreted along a wide spectrum of meaning. This discussion explores two different attempts to engage in cross-cultural collaboration within a large international school in Bangkok. It notes that certain educational discourses impede dialogic collaboration. Deconstructing these discourses at an individual level can produce greater understanding between disparate parties but may not promote sustained dialogic change. However, the cooperative exploration of working practices and their subsequent replacement with new rules and traditions may achieve something more akin to dialogic collaboration. It is concluded that differing interpretations of collaboration demand different responses from individuals and institutions. Furthermore, whilst definitions of collaboration from either end of the spectrum may enhance understanding and working practices between disparate parties, it may be that only dialogic collaboration has the ability to initiate truly egalitarian change.

International audience ; As the European Union (EU) funded SmartSociety project aims to create a toolset for rapidly and systematically engineering collective intelligence systems to support daily living, it simultaneously wants to ameliorate the risks to individuals of participating in these types of hyper-connected digital systems. This paper reports on a panel session at the close at of the 2015 IFIP summer school that reflected upon a keynote speech covering SmartSociety concepts, technologies and ethical dilemmas. The panel session was conceived as a consultative exercise as part of the ongoing Responsible Research and Innovation (RRI) approach embedded within the SmartSociety project. In this chapter we present an analysis of the panel session discussion, which touched on several key issues, including the relationships between technology and society, what we should expect from a 'SmartSociety', barriers and horizons in managing ethical issues, and brokerage as a methodological approach to weaving multiple perspectives into design.

PurposeDespite the growing emphasis on revitalizing the technical and vocational education and training (TVET) sector in Bangladesh, very little discussion has taken place on reforming the current inflexible transition pathways, from TVET to the universities. This paper aims to reflect critically on the existing literature on TVET, in the global and national context, and the experiences of students and TVET experts, to develop a model of collaboration between the polytechnic institutes and the universities in Bangladesh.Design/methodology/approachThis paper follows a qualitative strategy of enquiry, using a mix of critical reflection on literature on TVET and higher education and unstructured interviews with two TVET experts, four TVET students and four students from a public university. It draws on the theories of collaboration and uses exemplary cases to illustrate and support the line of reasoning.FindingsThis paper identifies that there is resource dependency between the polytechnic institutes and universities in Bangladesh, and their institutional environment necessitates them to form collaboration to ensure flexible transition pathway, from polytechnic institutes to universities; this paper proposes a model for such collaboration.Practical implicationsThis paper offers a guideline for forming collaboration among the relevant stakeholders.Social implicationsCollaboration between polytechnic institutes and universities in Bangladesh is likely to address the inequitable nature of TVET, by improving its social status and acceptance, as well as allowing higher income opportunity and greater mobility for the TVET graduates, coming especially from humble socio-economic backgrounds.Originality/valueThis paper contributes in the recent discussions on how collaboration among different stakeholders can contribute in achieving the sustainable development goals, with special emphasis on TVET.