Open society (French: société ouverte) is a term coined by French philosopher Henri Bergson in 1932 and describes a dynamic system inclined to moral universalism. Bergson contrasted an open society with what he called a closed society, a closed system of law, morality or religion. Bergson suggests that if all traces of civilization were to disappear, the instincts of the closed society for including or excluding others would remain.The idea of an open society was further developed during World War II by the Austrian-born British philosopher Karl Popper. Popper saw it as part of a historical continuum reaching from the organic, tribal, or closed society, through the open society (marked by a critical attitude to tradition) to the abstract or depersonalized society lacking all face-to-face interaction transactions.
Purpose This study examines the reasons apprentices give for withdrawing from their degree apprenticeships. Design/methodology/approach Semi-structured interviews were conducted with 16 apprentices from a Chartered Manager Degree Apprenticeship (CMDA) programme. Thematic analysis was used to explore insights around reasons for withdrawal. Findings Apprentices noted an accumulation of factors leading to withdrawal rather than single overriding reasons. Although each experience was specific to individual circumstances, three clear themes came from the data: (1) the burden of work and administration (2) change in job role and (3) benefits they derived from their experiences as apprentices despite needing to withdraw. Originality/value Although small-scale, this study offers novel ways to understand apprentice experiences around programme withdrawal. It deepens our understanding of the choices and challenges faced when making decisions about continuing or discontinuing an apprenticeship.
ปูมกล่องดำ (Blackbox Log) — บันทึกเสียงดิบ ข้อค้นพบ และคำถามรายวันของผู้เขียน ตามที่พูดจริง (verbatim) ไม่ผ่านการปรุงและไม่ผ่านการตรวจอิสระ (tier: positional/Dr) บันทึกเพิ่มได้อย่างเดียว ไม่แก้ไม่ลบ; อัปเดตเป็นเวอร์ชันใหม่ของ record เดียวกัน เลนส์ที่ใช้มองปัญหา: Readout Universe — Yaoharee Lahtee. ระบบที่เก็บ: glosa (github.com/morrocwi/glosa). เวอร์ชันนี้: 114 บันทึก ถึง 2026-09-05. Blackbox Log — a daily, append-only, verbatim record of the author's raw voice (one pre-release correction is disclosed in BBL-2026-09-04-082), findings and questions (Thai is the source of truth). Not a paper; not reviewed; tier positional/Dr. Contains the author's own words only; the single AI-written line is a disclosed correction entry (by=ai, BBL-2026-09-04-082), never the author's voice. Each update is a new version of the same record. Lens: Readout Universe — Yaoharee Lahtee; kept by the glosa toolchain.
Series. Paper II of the three-paper Bounded Knower sequence. Paper I: From Problem to Hypothesis (DOI 10.5281/zenodo.22307148). Paper III: Before Evidence Can Decide (DOI 10.5281/zenodo.22307564). Paper IV: The Epistemic Chain Reaction (DOI 10.5281/zenodo.22307751). Status. GLOSA K0 — timestamped and citable, not independently reviewed, no priority claim. Produced with the glosa methodology (DOI 10.5281/zenodo.22301060); the author's raw lines behind the sequence are in the Blackbox Log (concept DOI 10.5281/zenodo.22302518). Abstract.
Leadership behavior plays a central role in managing curriculum change by providing vision, fostering communication, and empowering teachers to implement reform effectively. The approach and conduct of school leaders greatly influence institutional performance and culture, especially during educational transitions. This study examined how headteachers’ relation-oriented leadership behaviors affect curriculum change management in Ugandan lower secondary schools. It focused on the extent of these behaviors, their influence on curriculum management processes, and their overall impact on reform outcomes. Guided by the Path-Goal Leadership Theory, the study adopted a mixed-methods design integrating quantitative and qualitative approaches. Data were collected from 23 secondary schools, involving 247 participants, including headteachers, deputy headteachers, directors of studies, teachers, and officials from the National Curriculum Development Centre and the Ministry of Education and Sports (MoES). Purposive, stratified, and random sampling techniques were applied. Quantitative data were analyzed using descriptive and inferential statistics, while qualitative data were thematically analyzed to provide contextual depth. Findings revealed that relation-oriented leadership behaviours significantly influenced curriculum change management, accounting for 22.9% of the variance (R² = .229, p < .05). Headteachers who emphasized collaboration, open communication, and participatory decision-making improved teacher motivation, adaptability, and the overall effectiveness of curriculum implementation. Participants highlighted the importance of trust-building, collegial support, and continuous professional development as key enablers of successful reform. The study concludes that relation-oriented leadership is a strategic necessity for effective curriculum management. It recommends that the MoES institutionalize leadership development programs emphasizing communication, collaboration, and relational competence. Headteachers should integrate relational practices such as peer mentoring, reflective team sessions, and inclusive decision-making into their school culture. These practices can enhance teacher engagement, foster ownership of reform initiatives, and promote the long-term sustainability of curriculum management in Uganda’s secondary education system.
