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The U.S. Department of Education (ED) is committed to providing students with the information they need to experience a safe, supportive, and nondiscriminatory learning environment. This report points out policies and emerging practices for supporting transgender students. ; U.S. Department of Education, Office of Elementary and Secondary Education, Office of Safe and Healthy Students

A growing phenomenon of community writing groups, oral history projects, and college writing curricula with and for military veterans is predicated on the idea that writing and storytelling can have transformative potential. In this article, we extend these efforts in new directions by advocating for collaborative research between student veterans and academic faculty on college and university campuses. A civilian anthropologist faculty member and a then-undergraduate student and veteran of the US Marine Corps, the co-authors draw on our experiences working together on a 6-month exploratory ethnographic research project to detail the process and consider its implications, both scholarly and personal. We offer observations and reflections of the amplifying possibilities that may open up when faculty researchers share control over the research agenda, process, and actions with student veteran researchers. While the personal significance of collaboration for student veteran researchers may be varied and multiple – whether scholarly, social, political, therapeutic, or otherwise – these collaborations also have broader implications: namely, the inclusion of traditionally underrepresented military veterans in academic knowledge production about their experiences, priorities, and concerns. Knowledge produced may in turn have wider relevance to government agencies, policy planners, scholars, and educational and clinical practitioners, while also serving to proliferate and diversify representations of veteran experiences and voices within and beyond the academy.

This guide explores strategies used by higher education and employers to improve their connections on behalf of student veteran job seekers.

This paper argues that assortative matching may explain over-education. Education determines individuals' income and, due to the presence of assortative matching, the quality of the partner, who can be a colleague or a spouse. Thus an individual acquires some education to improve the expected partner's quality. But since everybody does that, the partner's quality does not increase and over-education emerges. Tax progression to correct over-education has ambiguous effects on the educational incentives according to the individuals' ability. We test the model using the British Household Panel Survey. The empirical results support our theoretical findings.

Purpose: India's Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India's (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government's major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system.

Methods: The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis.

Results: The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level, which means that graduates have the opportunity to enter a company after graduation, where they can hold a kind of supervisor position. It is precisely these employees that are increasingly being sought by Indian companies. In addition, polytechnics provide a pathway to higher education, so students can use the opportunity to switch to a college once they have their diploma at the Polytechnic. Furthermore, the Polytechnics offers its graduates a good opportunity to become self-employed through the wide range of specializations and the practice-oriented skill development. In addition, the Polytechnics offer numerous opportunities to promote socially disadvantaged groups.

Conclusion: The survey findings illustrate the importance of Polytechnics to the various stakeholder groups, demonstrating their "multidimensional bridging function" within the Indian education and training system.

The various efforts of the Malaysian government to produce more entrepreneurs among the youth have unfortunately failed to achieve the intended impact. A report by the Malaysian Ministry of Higher Education in 2017, shows that only 2% of university graduates opt to become entrepreneurs. Furthermore, the International Labor Organization reports the Malaysian youth unemployment in 2017, represents a staggering number of 237,400 persons. These statistics raise questions on the role of Malaysian entrepreneurship education in producing new entrepreneurs. Hence, this conceptual paper attempts to explore the role of entrepreneurship education by clarifying the important elements in education and examining the impact on entrepreneurial intention as the best determinant of entrepreneurial behaviour. By reviewing the secondary data from various articles and books, this research illustrates the key findings graphically. The result of this paper indicates that entrepreneurship education should be cultivated at an early age to ensure adequate exposure to entrepreneurial skills and knowledge. This paper also suggests ways and approaches to reveal young individuals with entrepreneurial intention, which is identified as the best predictor of entrepreneurial behaviour. Ultimately, through the findings of this research, the authors aim to deliver the best methods of educating young individuals to encourage them to become entrepreneurs.