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Polish higher education, like Poland as a whole, is in an exciting but perilous phase. The political changes of the last few years have brought new opportunities but also new expectations and constraints. Many university personnel are looking forward to a less insular, more fulfilling academic life, but there are plenty of others who feel nostalgia for a past which was ideologically inflexible but in some respects less demanding and more secure.

This article discusses the encroachment of neoliberal ideology on social work education, by emphasizing the experiences of two young academics in dealing with this impact at the level of teaching, research and writing. The central argument is that the basic values of our profession are threatened if as academics we remain inattentive to the impacts of this ideology on social work education.

Data from the 2000 Household Income and Expenditure Survey (HIES), together with expenditure data from the Ministries of Education and Health and Family Welfare, was used to analyze the distribution of GoB subsidies in these two sectors across poor and nonpoor. The analysis revealed that only two types of spending – outlays on primary education and allocations to child health within Essential Package of Services – are strongly pro-poor.While overall GoB subsidies to education and health were not pro-poor per se, they were more equitably distributed than private spending in these two sectors. Further, these subsidies reduce overall inequality in the income distribution, as they were found to be more equally distributed across the population as compared to overall private expenditures.

Front Cover -- Integrating Green and Sustainable Chemistry Principles into Education -- Integrating Green and Sustainable Chemistry Principles into Education -- Copyright -- Contents -- Contributors -- Coeditor biographies -- Foreword -- Acknowledgments -- 1 - Green chemistry as the inspiration for impactful and inclusive teaching strategies -- 1.1 Introduction -- 1.2 Effective pedagogy and green chemistry education -- 1.2.1 Essential learning outcomes -- 1.2.2 Call for sustainability in education -- 1.2.3 High-impact educational practices -- 1.2.4 Call for inclusive excellence -- 1.2.5 Inclusive and student-centered teaching practices -- 1.2.6 The American Chemical Society's role in green chemistry and pedagogy -- 1.2.7 Resistance to change -- 1.3 Green chemistry courses incorporating impactful and inclusive pedagogies -- 1.3.1 Toward the Greening of Our Minds: An upper-level green chemistry course for science majors and minors (7) -- 1.3.2 Green Chemistry and Sustainability: An honors science course (3) -- 1.3.3 Green Chemical Concepts: A course for nonscience majors (6) -- 1.3.4 Green Chemistry: A course for science majors (6) -- 1.3.5 Green Goggles: A nonmajors green chemistry course (8) -- 1.3.6 Green Chemistry and Sustainability: An online upper-level green chemistry course (4) -- 1.3.7 Collection of additional course syllabi showcasing green chemistry -- 1.4 A case study in green chemistry course design -- 1.4.1 Special Topics: Green Chemistry, an upper-level elective course for science majors -- 1.4.2 Course overview -- 1.4.3 Course objectives and timeline -- 1.4.4 First day activities -- 1.4.5 Including student voice and student choice -- 1.4.6 Projects and assessments -- 1.4.7 Student evaluations and perspectives on course design -- 1.5 Collection and review of resources for teaching green chemistry -- 1.5.1 Textbooks.

An alert, informed electorate is considered vital to a robust democracy, and the main path to that electorate includes formal education. The educated citizen is politically attentive, knowledgeable, and participatory, and the uneducated citizen is not. However, this fact conceals a less favorable effect of education. Educated citizens possess the cognitive skills to reject facts inconsistent with prior dispositions. And educated citizens are among the most invested partisans. Thus education is indispensable for an ideal democratic citizen, but that same education can create a resistant, insular democratic participant. We examine this duality across several prominent empirical cases where political facts are in dispute and employ goal‐oriented information processing theory to generate hypotheses. In each case, we find that the most educated partisans are furthest apart in their factual understanding. Our primary concern resides with the inability of education to overcome powerful partisan motives; education intensifies those motives.

The United Nations (UN) has launched several initiatives to promote the role of education in sustainable development goals (SDGs) and set Goal 4 for quality education among the 17 SDGs. An integrated Science, Technology, Engineering, and Mathematics (STEM) approach is a promising framework for sustainable development education and improving the quality of education. In this study, a bibliometric analysis was applied to evaluate the scientific results of the role of integrated STEM education to improve the education quality (SDG 4). A total of 160 publications out of 74,879 "education quality" and 5,430 "STEM education" documents were taken from the SCOPUS database for the period of 28 years 1993-2021. The Number of publications per year, Average citations per year, "Keywords Index" and "Author's Keywords" co-occurrence network, and high ranked papers were analysed by VoSviewer and Bibliometrix-package. The findings show the importance of "early childhood education", "education computing", and "environmental education" roles in the quality of education. The results can be applied to enhance the understanding of integrated STEM education in improving the quality of education and support future work in this area.