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This book is open access under a CC BY 4.0 license. This book provides an original and challenging analysis of one of the most pressing social issues of our times: intergenerational inequality. Based on recent mixed-method research, it explores the extent and scope of generational divides through an up-to-date analysis of the changing opportunities for young people in Britain across different life domains. A central question addressed is whether current changes are best understood as growing inequalities within and across age groups, or whether we face a genuine intergenerational decline over the life course of this and future generations of youth. Andy Green's controversial manifesto for intergenerational equity includes replacing higher education fees with a tax on graduates of all ages; the introduction of capital gains tax on sales of first homes; voting at 16, and a new charter of rights for private tenants

Neoliberal policieshave had an impact on educational systems globally. This bookprovides adetailed and critical analysis of neoliberal educational policies and reformsin Turkey by focusingon the Justice and Development Party's reform efforts over the last eight years.

Renewing the Promise: State Policies to Improve Higher Education Performance summarizes the findings from a study that sought to understand how public policy explains the collective performance of higher education institutions in five states Georgia, Illinois, Maryland, Texas, and Washingtonthat have similar challenges as other states, such as the need to increase educational attainment and close persistent gaps in opportunity by race, ethnicity, income, and geography. The study reviewed state higher education performance and policies from the early 1990s through approximately 2010, including policies and statutes related to higher education finance, accountability, structure, and governance. We augmented our review of state policies and data by interviewing political, business, and higher education leaders in each state. ; University of Pennsylvania Institute for Research on Higher Education

Education and Gender draws on international research from the USA, the UK, India, Mexico, Sub-Saharan Africa and the Caribbean, to provide a comprehensive global overview of the relationship between gender and education. Rooting constructions of gender and sexuality in specific geographical contexts, the contributors consider a range of issues. Themes discussed include the gender gap in educational attainment; pedagogical strategies; stereotyping in curricula; and education policy. Drawing on best practices worldwide, the contributors identify the current gaps and propose solutions to promote gender-just, equitable and pluralistic societies. Each chapter includes key questions to encourage active engagement with the subject and a list of further reading to support taking the exploration further.

The article, using the National Sample Survey (henceforth NSS) data, establishes that the non-state providers, particularly the private-unaided sub-sector, have predominantly captured the primary school education market in Punjab. The predominance of these schools in the state has made the primary education a tradable commodity, catering to the demands based on the ability of the households to pay. In such a situation, the type of school (government or private) the households in the state are able to choose for their wards, particularly at rural level, is largely contingent on their caste and gender, which clearly shows that a new form of social inequality has emerged in Punjab (given not only that the learning environment in the government schools is perceived to be of formidable concern, but these schools are also non-English medium). The article suggests that without a properly functional state-financed school education system, the market forces will continue to strengthen the prevailing social inequalities.

This study aims to explore the practice of Islamic education leadership in the conflict state, in Pattani Southern Thailand, a region where the conflict is prolonged until the decades are between the Malay Muslim minority with the Thai government that is Buddhist. Using a qualitative approach with the method of case study, this study focused on Madrasah Pattani, with the head of madrasa, one teacher, and three alumni as informants. Interviews were conducted with FGD to find out the extent of leadership in Pattani Madrasas during the conflict. The results were found that in hard conditions, the madrasa could develop a strong madrasa vision by adopting a modern curriculum and integrate it with the Islamic curriculum of Islam. Although this method has been opposed to the entry of Buddhist teachers, the head of madrasah neutralise by making several activities to create social cohesion and build cooperation with universities abroad. Leadership mode is rare and difficult to implement in areas that are being hit by an ethno-political conflict on behalf of religion.

Jann Torrance Balmer Continuing Medical Education, University of Virginia School of Medicine, Charlottesville, VA, USA Abstract: This article describes five major themes that inform and highlight the transformation of continuing medical education in the USA. Over the past decade, the Institute of Medicine (IOM) and other national entities have voiced concern over the cost of health care, prevalence of medical errors, fragmentation of care, commercial influence, and competence of health professionals. The recommendations from these entities, as well as the work of other regulatory, professional, academic, and government organizations, have fostered discussion and development of strategies to address these challenges. The five themes in this paper reflect the changing expectations of multiple stakeholders engaged in health care. Each theme is grounded in educational, politico-economic priorities for health care in the USA. The themes include (1) a shift in expectation from simple attendance or a time-based metric (credit) to a measurement that infers competence in performance for successful continuing professional development (CPD); (2) an increased focus on interprofessional education to augment profession-specific continuing education; (3) the integration of CPD with quality improvement; (4) the expansion of CPD to address population and public health issues; and (5) identification and standardization of continuing education (CE) professional competencies. The CE profession plays an essential role in the transformation of the US CPD system for health professionals. Coordination of the five themes described in this paper will foster an improved, effective, and efficient health system that truly meets the needs of patients. Keywords: continuing medical education, continued professional development, independence, competencies, CE professional