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PurposeThe purpose of this paper is to investigate factors that affect progression to university education across Europe.Design/methodology/approachThe data used are obtained from the fourth round of the European Social Survey (2008).FindingsFindings point to interesting age by gender and age by parental education interactions affecting the entrance to university. It demonstrates the disparity that exists across Europe whereby in some countries progression has been a smooth process for the past few decades while in others widening participation to higher education has only been a recent phenomenon.Research limitations/implicationsThe findings of this study are discussed with reference to social reproduction theories and have implications for wider European educational policies for enhancing access to university education.Originality/valueIn a globalised education market inequalities may be observed within countries but also between countries making the outcomes of policies for offering equal opportunities a complex one.

Many scholars stress that teaching about the shared past plays a major role in the formation of national, ethnic, religious, and regional identities, in addition to influencing intergroup perceptions and relations. Through the analysis of historic narratives in history textbooks this paper shows how the governments of the Russian Federation and Ukraine uses state controlled history education to define their national identity and to present themselves in relations to each other. For example, history education in Ukraine portrays Russia as oppressive and aggressive enemy and emphasizes the idea of own victimhood as a core of national identity. History education in the Russian Federation condemns Ukrainian nationalism and proclaims commonality and unity of history and culture with Russian dominance over "younger brother, Ukraine". An exploration of the mechanisms that state-controlled history education employs to define social identities in secondary school textbooks can provide an early warning of potential problems being created between the two states.

The ideological and political education in colleges is the important work throughout the whole process of college education and has the important guiding function in helping students to establish the correct outlook on life and value. The work, which involves students' psychology, behavior, value, belief and all other aspects, is the important content to realize the all-around development of college students and create the new situation of higher education in China. Innovative and entrepreneurial education of college students is to consider college students as the main force of innovation and entrepreneurship and is the need to adapt to the current employment situation of college students and the development situation of innovation and entrepreneurship. The education of the two aspects is developed energetically by colleges and can effectively promote students' development, so it is inevitable to realize the organic integration of the two in order to attain the new objective of talent training in colleges. This paper briefly discusses the problems concerning the organic integration of the two. That colleges deepen reform in education, organically integrate ideological and political education with innovative and entrepreneurial education is the key to meet the all-dimensional development need of college students in the new situation and improve college students' comprehensive ability and quality, and is of practical significance for training high-quality excellent talents with the consciousness of responsibility for the society and improving college students' employment difficulties etc. At present, our country pays high attention to the two pieces of work so colleges' organic integration of the two is the necessary means to realize the smooth implementation of the two and strengthen the working effect.

"This focus of this book is to highlight various cases of entrepreneurship education in tourism and hospitality across the World and to discuss and analyze the utility of tourism and hospitality entrepreneurship education due to the new digital revolution and global pandemic"--

This qualitative research explored the experiences of university professors and instructors in teaching College Physics to the K to 12 Program graduates. The data were obtained from Physics professors and instructors from various state universities in Eastern Visayas through semi-structured interviews. Using Colaizzi's method of data analysis, five themes regarding the issues and challenges were generated. These themes are: STEM versus non-STEM graduates; students' lack of knowledge and poor conceptual understanding; challenges in teaching problem solving; challenges in conducting laboratory activities; and negative perception towards physics. In each of the issues and challenges, corrective measures were employed by the participants. Recommendations addressed to various stakeholders were also sought from them. Results reveal that there is a lack of readiness for the K to 12 Program graduates to take on the College Physics course and there are serious learning gaps between Physics education in higher education and K to 12 Basic Education curricula. The results of this study can guide the concerned individuals in the educational sector in making ways to establish continuity and progression in learning Physics.

It has been four decades since the beginning of undergraduate medical education in Nepal and more than three decades of postgraduate medical education.1 Currently, Institute of Medicine of Tribhuwan University and Kathmandu University are major institutions providing medical education in Nepal with the help of their affiliated medical colleges. Two other deemed universities, B P Koirala Institute of Health Sciences and Patan Academy of Health Sciences also have major contributions in producing medical doctors in Nepal. National Academy of Medical Sciences (NAMS) provides postgraduate and super specialty training for doctors. Nepal Medical Council is the regulatory body that lays down the guidelines, provides accreditation and supervises to ensure that the regulations are being followed.2 It also conducts licensing examination for medical doctors.Educationalists worldwide vary in their opinions on the aim of education3-8 but Salomon precisely includes almost all of them as "The aim (of education) is to equip the learner with portable chunks of knowledge, skill, and understandings that can serve in other contexts."9 Adkoli has analyzed migration of health workers in south Asia 10 and found that there was no systematically collected data regarding the extent of migration of healthcare workers and its possible impact on health care in Nepal. Nepal government spends a significant chunk of its financial resources to train doctors but many students who avail this benefit of 'scholarship' take part in the migration described in the article. Ironically, many doctors who are currently serving their motherland were either trained overseas or the ones who did study within Nepal but without availing any support from the government. When the first medical school was established in Nepal, the idea was to develop doctors who can prevent, diagnose and treat medical ailments prevalent in Nepal (Community based curriculum) and the career planning was designed in such a way that doctors were inevitably retained in Nepal. The philosophy of this system was contrary to the definition laid down by Salomon9 but it did benefit the society and the country in the long run11. Things changed gradually over time and currently the doctors produced by oldest and state funded medical colleges of Nepal are ideal for health job markets of first world countries. This suitability coupled with adverse socieo-economic and political factors of our country has led most students who become doctors by state funding opting to serve in first world countries like United States, United Kingdom, Australia and Canada.Brain drain in Health sector is a global phenomenon12, 13, but developing countries like Nepal receive maximum brunt. Lately, Nepalese medical education sector has been receiving a fair share of attention from all including media. However, it is saddening that this issue of 'brain drain' is something that had not gained any attention. Coming back to Adkoli's work, we don't even have a data on how many doctors we are losing every year?10 There have been certain restrictions and bondages but these sorts of legislations have been seen to work contrarily. What is found to be lacking is the sense of belonging and development of the feeling that 'I am important to this society and I must work for its betterment'. Most young doctors have a feeling that 'there is no one taking me seriously anyway and it doesn't really matter weather I stay or Leave'.It is high time policy makers ensure that the medical doctors that we produce from the common men's hard earned money serve the country. In addition to the legislations in the form of bondage, we should be able to install the feeling of belonging and sense of importance in the hearts and minds of these young doctors. To begin with, it would be a good idea if we start maintaining the database of the medical graduates that were and will be produced from Nepalese medical colleges; taking examples from many colleges from other countries that are doing it currently.14-16 Zimmerman's study cited earlier provides an interesting insight that medical students with pre-medical education as paramedics were twice as likely to be working in Nepal and 3.5 times as likely to be in rural Nepal, compared with students with a college science background.11 We can also include into the undergraduate medical curriculum the concepts of social ethics, moral values, social justice and the long-term benefits of serving the society and the country that has invested so much for their education.

Minority-deaf students constitute 43.5% of the deaf school-age population, yet only 11.7% of teachers and administrators in programs serving deaf students are persons of color. The ruling in Hopwood v. State of Texas (1996) banned the use of race as a major determinant in admissions to colleges and universities in Louisiana, Mississippi, and Texas. This ruling, along with the current backlash against affirmative action policies, has hindered college administrators' efforts to recruit minorities in deaf education. We discuss Hopwood , affirmative action policies, and how both affect deaf education teacher training today. We also present an eight-step action plan for teacher-training colleges and universities to meet the need to increase the number of minority teachers and leaders and encourage state educational agencies and schools for the Deaf to do likewise.

This book covers a crucial period for the development of state education in Britain; the advent of the comprehensive debate before and during the Second World War; the War years themselves and the 1944 Education Act; the post-War Labour Government; and Churchill's last government in a time of education expansion. From the 1960s, the focus shifted to questions of social deprivation and educational opportunities, secondary school selection, the debate on standards, Robbins and higher education, and the continuing theme of the dominance of public schools. The book is divided into four sections, which are then divided into chapters. Each chapter takes as its main reference point a key issue within the chronological framework of the book, e.g. resistance to secondary education for all, politics and textbooks, multilateral and technical schools, pressure groups and the 1944 Education Act, Churchill and the Conservatives. Much new light is thrown on the topics by the author's use of new material and he has made a valuable contribution to the politics of education.

This edited collection presents Islamic education in South Africa and a number of countries in Europe. It brings together general concerns of education among Muslims, together with current and unique developments in each country. Given the place of Islamic education in public debate, the collection includes a variety of contributions that respond to the goals and future of Islamic education, the context of terrorism and counter-terrorism, the place of religious education in the context of secular education and the role religious education plays in promoting or hindering social cohesion. It includes reflections on where Muslims should be directing education in the next few years to make it socially relevant and contribute to the democratization of society, as well as some comments on the unfortunate but real crosscurrents in educational policy and counter-terrorist initiatives. In between, it contains some reflective essays on the uniqueness and commonalities of Islamic education in various countries, on unexpected and unknown outcomes, and on new philosophies of education. In fact, the essays may be seen as critical contributions on a number of themes that are debated in the public sphere and within these schools.

Abstract
Instrumental approaches to teaching human development ask students to learn about children at different ages and stages so as to plan appropriate instruction. An alternative approach stresses the connections between psychological theories of growth and the life experiences of the students themselves, with the goals of increasing intrapersonal awareness and identity achievement. In one such course, students wrote autobiographical texts, interviewed each other, and wrote essays on their texts and "official" texts in human development. This case study focuses on the narratives of one woman, who used Erikson's psychosocial theories to analyze her stories of adolescent conflict and school difficulties. (Developmental Psychology-Education)