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Do new school types focusing on practical and business‐related knowledge lead to increased economic performance? To analyse this question, this article examines the introduction of two types of modern secondary education, the Gewerbeschule and its successor, the Realschule, in nineteenth‐century Bavaria. Since the opening of these schools is arguably endogenous—as it was mainly the large, prosperous cities that opened one—the estimated treatment effect capturing the economic influence of the Gewerbeschule/Realschule will lead to biased results. To alleviate this bias, propensity score matching is adopted to compare relatively similar counties with and without these schools. Using historical county‐level data on tax revenues, business formations, employment structure, and patent holdings, ordinary least squares regression analysis shows that the opening of a modern secondary school is in general positively associated with economic performance several years later.

Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.

Clinical legal education originated in United States of America as a balance for Langdell and Socratic methods. Though first steps were taken in the begging of the 20th century, it took nearly 50 years to gain its recognition. The main reason was the uncertain content of this education method. However, emerging in various parts of USA in different ways, it has reached a quality in content and in outcome. Clinical legal education consists of number of factors, therefore it is essential to modify clinics taking in account all of them. The factors include: the content of education, the structure of clinic, the personnel, the financial aid and attitude in society (both law school and outside), traditions and others. It should be stated that actualization of these factors is a guarantee to qualified integration of clinical legal education to legal studies programs. During the Third wave of clinical education, the method spread to the other countries and created a worldwide family of legal clinics. Regrettably, not every country managed to adopt clinical education to their legal education systems. Firstly, because educators were inflexible with the systems, they tried to implement their way of education. Secondly, number of circumstances: political, cultural, social, ethnical – were too influential to confront. Though in Lithuania clinical legal education method was adopted only in 1998, it was successfully integrated with support from Open Society Institute and clinicians from the USA. It surely needs further adjustments, but at the moment it is a satisfactory example. Seeking the quality of gained education as well as insurance of free legal aid, clinical legal education should seek for a closer cooperation with law schools and develop clinical traditions.

The study empirically examines the relationship that exists between economic environment and entrepreneurial development in Nigeria. A structured questionnaire is administered on the study and data collected are analysed using Analysis of Variance and Regression. The following variables are indices of determination; Interest Rate (IR); Income Tax (IT).The results of the study show that there is a significant relationship between IR and ED in Nigeria (p<0.5) with a positive correlation (r=0.526, r2=0.276). Also, there is a significant relationship between IT and ED in Nigeria (p<0.05), with a positive association (r=0.546; r2=0.299). The study concludes that, the emergence of higher level of stable economic environment is critical to entrepreneurial development in Nigeria. Therefore, government involvement in public private partnership for infrastructural development, enlargement of productive, judicious and transparent use of funds collected from income tax and affordable interest rate will galvanise the inward sourcing of raw materials that boost entrepreneurial development in Nigeria.

The article aims to present generally the dynamics of political and economic systems on the territory of Transcaucasia in the period from the second millennium BC to the present. This dynamics is seen as reflecting the historical experience of the Transcaucasian societies, whih is successively preserved at the present time. Institutional aspects are studied of public-private partnership projects currently being implemented by the South-Caucasian member states of the Eastern Partnership integration association.

Attempts to transform the gendered structures and cultures of higher education institutions have had limited success. This article focuses on one Irish university (pseudonym University A) where gender inequality was a major concern culminating in high-profile litigation. Using a feminist institutional approach, it asks: (1) What changes and interventions were introduced in the context of a favorable national policy environment and local grassroots support? and (2) how were these interventions perceived by staff? The methodology draws, firstly on the authors' personal knowledge of the local context; secondly, on an analysis of University A's key gender equality-related actions and documents; and thirdly, on a thematic analysis of qualitative data from 129 respondents in an online survey. Positive changes are identified, as is institutional resistance, reflected in low ambitions and focus on individualistic solutions. In the qualitative data, resistance involving denial; assertions that the problem is solved; the importance of meritocracy, and a focus on "fixing the women" (and the men) were identified. Acceptance of gender equality as an organisational issue was reflected in criticism of the interventions as tokenistic window dressing; not impacting on the culture and "not going far enough". The implications for effectively addressing gender inequality are discussed.

The UK has been slower to adopt "trauma-informed" ideas than the United States, and despite policies across the devolved governments of Northern Ireland, Wales and Scotland, there remains no clear overarching strategy in English policy. Despite this, there is observable interest in adopting "trauma-informed" practices on a more localised level across England, but the range of approaches labelled as such is varied and disparate. The scientific evidence-base for "trauma-informed" educational practices is discussed and the discursive effects of these ideas when accepted as a basis for practice are explored. Two different conceptualisations of social justice frame this discussion. We argue that whilst social justice as equity is closely aligned to the aims of trauma-informed principles in education, existing policy commitments perpetuate an idea of social justice as harmony, and this may provide a barrier to implementing these principles in practice. Local efforts to embed trauma-informed principles in English educational contexts are, therefore, challenged by existing dominant practices and ideas. The ways in which these dominant ideas enter into local "trauma-informed" approaches are explored. Three cases involving educators and wider support professionals are discussed according to their potential to promote trauma-informed principles and contribute to achieving equitable outcomes. The paper concludes the highly-localised nature of "trauma-informed" educational approaches across England, in the absence of an overarching strategy and wider policy, financial or political support, does not sufficiently contribute towards more equitable outcomes for disadvantaged students experiencing trauma or adversity.