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Empirical evidence suggests that natural resources breed corruption and reduce educational attainments, dampening economic growth. The theoretical literature has treated these two channels separately, with natural resources affecting growth either through human capital or corruption. In this article, we argue that education and corruption are jointly determined and depend on the endowment of natural resources. Natural resources affect the incentives to invest in education and rent seeking that in turn affect growth. Whether natural resources stimulate growth or induce a poverty-trap crucially depends on inequality in access to education and political participation, as well as on the cost of political participation. For lower inequality and higher cost of political participation, a high-growth and a poverty-trap equilibrium coexist even with abundant natural resources. Adapted from the source document.

Empirical evidence suggests that natural resources breed corruption and reduce educational attainments, dampening economic growth. The theoretical literature has treated these two channels separately, with natural resources affecting growth either through human capital or corruption. In this article, we argue that education and corruption are jointly determined and depend on the endowment of natural resources. Natural resources affect the incentives to invest in education and rent seeking that in turn affect growth. Whether natural resources stimulate growth or induce a poverty‐trap crucially depends on inequality in access to education and political participation, as well as on the cost of political participation. For lower inequality and higher cost of political participation, a high‐growth and a poverty‐trap equilibrium coexist even with abundant natural resources.

The centrality of war in history -- Destruction -- Masculinity and the warrior -- Patriotism -- Hatred -- Religion -- Pacifism -- Women and war -- Existential meaning -- The challenge to education

The embedding of informal practises in music education in school relates to significant issues concerning students' engagement, participation, inclusion and the role of the teacher. This article addresses these issues by presenting and discussing current music education in compulsory comprehensive schooling in Sweden. It does so by drawing upon music pedagogical research, music education studies conducted during the last ten years and national evaluations. Examples of practice from upper secondary schools are also used to clarify and illustrate the issues under consideration. It has been said that Swedish music education has gone from 'School Music' to 'Music in School'. This development has been characterised by greater influence of students on curriculum content resulting in increased use of popular music, and, consequently, teaching strategies acquired from informal music playing contexts. The curriculum states that the core of the subject is practical music playing, through which personal development can occur – both musically and socially. Music education in several other countries is developing a more practical approach, and the role of popular music in schools and what is sometimes called informal learning is featured in international music pedagogy debates. This article considers the musical, pedagogical and democratic consequences of this pedagogy from a Swedish perspective. As a result of a sharp focus on personal social development and individual students' musical interests, music education has become relatively limited in terms of repertoire, content and teaching methods. Recent evaluations and studies also demonstrate that music education lacks direction, and is short of creative engagement with music. The role of the teacher is unclear and sometimes lacks in validity in a practical music education situation. Viewed from an international perspective, the kind of music education that has developed in Sweden is relatively unique. Thus, when the possibilities and limitations of music education in Sweden are discussed, it has the prospective to be of interest to international music education research.

Despite the promises of some states to use lottery revenues to fund education, they may be guilty of robbing Peter to pay Paul. This study examines the question of revenue fungibility in the case of state lotteries. Using time‐series analysis, the research suggests that education is not a big winner in state lotteries. Two different patterns of fungibility emerge from the analysis that are suggestive of underlying budgetary politics.

"Sociology for Education Studies provides a fresh look at the sociology of education, focussing on themes such as habitus, hegemony and intersectionality. It supports students in applying sociological theory to their own educational experiences and developing an understanding of why social orders appear to be predetermined, why the state continues to create education policy in certain forms and, crucially, how to make it better"--

After exploring the evolution of the current structure of secondary education in China and the special characteristics of the various types of secondary schools, the author discusses the relationship between administrative bodies and secondary schools and the system of leadership in schools. Possible future developments in education are predicted on the basis of three variables: school resources, teachers and the mentality of students. (DÜI-Sen)

Accelerated substantial progress regarding many fields of production and services imposes pressure upon the labor market. Employers are desperately looking for skilled workers in nearly all technological fields. All over the world this pressure reaches the national systems of vocational education and training. Along with the output orientation turn new standards are imposed, forcing firms and schools to make every endeavor to improve and remodel their programs as well as their practices to reach more and more ambitious goals. To be successful they need the results of scientific research from which they demand reliable information on methods to diagnose the state and learning progress of students and on means to foster and promote competencies of heterogeneous groups of leaners. The book offers 22state-of-the-art articles covering the central fields of vocational education and training and reporting on new and adequate ways to deal with these challenges