Vol. 7 No. 2 (2016)

Organic production (including agriculture, wild culture, forestry and aquaculture) is a worldwide phenomenon that is practiced in at least 172 countries. The Organics Olympiad presents 14 indices of global organics leadership, each at three levels (Gold, Silver and Bronze). The Organics Olympiad of 2016 yields 29 countries as global organics leaders, and confirms that organics leadership is diversely distributed across countries, large and small, rich and poor, developed and less so, and cuts across linguistic, ethnic and cultural boundaries. Australia continues to lead the world in organic agriculture hectares. Australia also leads in the increase of organic hectares over the past four years (since the Organics Olympiad 2012) and in the number of WWOOF (Willing Workers on Organic Farms) hosts. Finlandleads in organic wild culture hectares. Vietnam leads in organic aquaculture hectares, and Tunisia leads in organic forest hectares. Germany leads in biodynamic hectares, as well as with the number of members of IFOAM-Organics International. India leads for the number of organic producers. The Falkland Islands (Malvinas) leads in terms of the percentage agricultural land dedicated as organic. Switzerland leads with the value of organics consumption per capita. USA leads in the value of the organics market. Denmark leads in the publishing of organics research papers over the past four years. Namibia leads in the percentage increase in organic hectares over the past four years. The overall global organics leaders, on the basis of aggregated scores, are Australia, Germany, and Switzerland, in positions one, two and three, respectively. This study demonstrates the successful global diffusion of organics, and identifies that leadership lessons can be available from a broad diversity of countries. Key implications are identified.

The problem of low inclusive education is essential to research as it highlights the importance of equal opportunity to all students regardless of mental or physical ability. The study was conducted within a Zimbabwean high school context. The purpose of the study was to conduct an empirical investigation into the impact of inclusive education and therefore establish the extent to which it has benefited students with disabilities in four high schools in the Harare province. Furthermore, study’s intention was to therefore propose a theoretical framework that could be used to address low success in inclusive education. The methodology was qualitative in nature and interviews were used to collect research data. Quota sampling was adopted in selection of suitable respondents. It was observed that a lack of financial and human resources, as well as effective policies had contributed to the low impact of inclusive education in high schools in Harare, Zimbabwe. In conclusion the results also revealed that inclusive education in high schools in Harare had not made much of an impact due to negative perceptions and attitudes of the people that are pivotal to its success.