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1. Higher education; historical sketch.--2. Philosophy & letters.--3. Doctorate of laws & of notary.--4. Physical, mathematical, & natural sciences.--5. Medicine, surgery, & midwifery, pharmacy.--6. Technical schools.--7. Special scientific diploma.--8. Political, social & administrative sciences.--9. Commercial & consular sciences.--10. Geography.--11. Geological engineer.--12. Art & archeology. ; Mode of access: Internet.

In the Constitution of India, Article 45 (a) has guaranteed Education as a Fundamental Right for each citizen. For this, the Government of India has been taking steps to equalize educational opportunities to its entire people since independence. In this process, efforts have been taken to overcome regional imbalances in the form of provisions for extra educational facilities to the under developed regions, socially, culturally and economically disadvantages groups like OBC, SC and ST. To magnitude has made to set right the asymmetries in equalization of educational chances to all the citizens of India. Still there are areas where much work should be done to promote the concept of equalization of educational opportunities to air. In this respect, it is apt to think of the concept inclusive education to the excluded groups such as children in school education and students in higher education with different disabilities In our educational system either at school or college level, one can find students with physical disabilities such as visual, hearing, motor handicap and intellectually abled/disabled (i.e., gifted or talented, mild and moderate intellectually handicapped apart from students with slow learning), students with specific learning difficulties and behaviour disorders. These are the students who experience difficulties in learning, socialization and maintaining interpersonal and intrapersonal relationships with their teachers, parents, peers and community. The existing educational system must accommodate such students' needs, abilities and accordingly the physical, psychological and learning environments should be modified for the healthy development of these individuals. In other sense, providing facilitative barrier free environment i.e., better access to physical facilities for these students, providing facilitative teaching learning environment keeping in mind their disabilities, supportive systems for effective integration of these students with normal population, making suitable changes in examination and evaluation systems are the need of the hour for better inclusive education, either at school or college level.

The political conflicts during the Workers' Party administrations led by Luís Inácio Lula da Silva and Dilma Rousseff have been driven by disputes between two fractions of the country's bourgeoisie: the internal and the internationalized bourgeoisie. Their ideologies, policies, institutions, and forms of political representation have determined government policies and outcomes. These processes have unfolded within an authoritarian democracy whose structures have not been challenged by the party. The party's limited power and continuing timidity have produced an aggressive reaction by the internationalized bourgeoisie and the upper middle class, leading to a severe crisis in the administration of President Dilma Rousseff.

The UK government has expressed a desire to increase social mobility, with policies to help achieve this aim focused on reducing inequalities in educational attainment. This paper draws together established and new information about the contribution that higher education can make to social mobility using a life-course approach, considering differences by family background in terms of university attendance and achievement, as well as occupation and earnings following graduation. We find substantial socio-economic differences at each stage. Young people from poorer backgrounds are, on average, less likely to go to university than their richer peers. Even among the selected group who do go to university, they are less likely to attend the highest status institutions, less likely to graduate, and less likely to achieve the highest degree classes. These differences in degree outcomes contribute to the lower average earnings of graduates from poorer families, but earnings differentials go well beyond those driven purely by degree attainment or institution attended. The evidence strongly suggests that, even after taking these factors into account, graduates from affluent families are more likely to obtain a professional job and to see higher earnings growth in the labour market. We discuss the implications of these findings for the prospects of higher education as a route to greater social mobility

One of the key features of the Dutch education system is freedom of education – freedom to establish schools and organize teaching. Almost 70% of schools in the Netherlands are administered by private school boards, and all schools are government funded equally. This allows school choice. Using an instrument to identify private school attendance, it is shown that the Dutch system promotes academic performance. The instrumental variable results show that private school attendance is associated with higher test scores. Private school size effects on math, reading, and science achievement are 0.19, 0.31, and 0.21, respectively.