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With the advent of democracy in South Africa, religious education became a contested topic in the education sector. Contestation stemmed from the desire to embrace religious plurality rather than Christian National Education (CNE) that dominated the curriculum pre-1994. This contestation initiated the reconceptualisation of religion in curriculum-making. Together with other scholars, Roux, a scholar-activist, has played a seminal role in conceptualising religion in the curriculum as religion in education (RiE) and more recently, religion and education (RaE). In disrupting the boundaries of religion, she has also made human rights the departure point for engagement with RaE. The concomitant blurring of the boundaries between religion education (RE) and human rights education (HRE), has made it necessary to explore the complexities of the foundations of human rights. In response, this article uses Roux's work to extend the argument by exploring the possibilities of human rights literacy (HRLit) in curriculum-making for HRE. To conclude, this conception of HRLit is considered juxtaposed to Roux's most recent scholarship, which interrogates gender as a specific position within HRE. In engaging with this scholarship, this article takes a critical HRLit perspective so as to embrace Roux's work through an alternative theoretical lens.

India's north-east region, comprising of eight States is one of the less industrialised and economically backward areas of the country. Lack of skilled manpower has been identified as one of the major reasons for the underdevelopment of the manufacturing sector. Recently, the government of India has embarked on an ambitious target of improving the skill base of the country through expansion of the vocational education and training (VET) programmes. In this context, the paper examines the access to VET among the working-age population and the impact on employment and earnings using the Annual Report of the Periodic Labour Force Survey 2017-18. The paper argues that despite the recent initiatives on massive skilling of the country's youth a very little section of NE has accessed formal VET. Moreover, although it has some impact on raising labour force participation, there is no evidence that formal VET courses are effective enough to increase earnings, bridge the gender gap in wages, or the improving work conditions of the VET holders.

Liberalization, globalisation, and privatisation have all had a significant impact on the Education in Commerce stream. India's education system is frequently regarded as a major factor in the country's economic progress. India's higher education sector is worth approximately $40 billion each year. In India, Commerce Education is a critical component of education referred to as Business Education. It is an active practise that is diametrically opposed to the other disciplines. Commerce is a field of education that develops the necessary information, abilities, and attitudes for effective commerce, trade, and industry management. Education in the commerce stream acts as a catalyst for a nation's or region's socioeconomic advancement. Commerce education gives the necessary information to fulfil the demands of today's competitive corporate world. Commerce education assists students and scholars in determining the best course of action for growth and survival. The rate at which Commerce Education is expanding in this sector attests to its growing acceptability as a source of skills development, awareness, creativity, and prosperity, all of which are necessary preconditions for any country's economic progress. This article discusses the growing trends and reforms in commerce education in the United States by analysing important obstacles, government actions, and recommendations for revitalising commerce education.

Liberalization, globalisation, and privatisation have all had a significant impact on the Education in Commerce stream. India's education system is frequently regarded as a major factor in the country's economic progress. India's higher education sector is worth approximately $40 billion each year. In India, Commerce Education is a critical component of education referred to as Business Education. It is an active practise that is diametrically opposed to the other disciplines. Commerce is a field of education that develops the necessary information, abilities, and attitudes for effective commerce, trade, and industry management. Education in the commerce stream acts as a catalyst for a nation's or region's socioeconomic advancement. Commerce education gives the necessary information to fulfil the demands of today's competitive corporate world. Commerce education assists students and scholars in determining the best course of action for growth and survival. The rate at which Commerce Education is expanding in this sector attests to its growing acceptability as a source of skills development, awareness, creativity, and prosperity, all of which are necessary preconditions for any country's economic progress. This article discusses the growing trends and reforms in commerce education in the United States by analysing important obstacles, government actions, and recommendations for revitalising commerce education.

AbstractScholarship on education in China has correctly emphasized the massive inequalities in reform era educational funding. In describing these inequalities, however, scholars have made dubious claims about the supposedly low level of funding for education in China in relation to other countries. In this article, we examine the statistics on which this claim is based and detail the ways in which education is funded in China that do not get counted in the statistics. We conclude that though funding for education in China is unequal, the total level of such funding may not be low. Moreover, the official statistics are not a reliable guide to comparative discussions of educational funding.

This paper examines the provision of distance education to young people studying from their isolated properties in remote areas of Australia. While Australia's innovative approach to remote education is well established, this paper challenges the gender and structural assumptions underpinning this approach. A sustained period of rural restructuring and a long period of drought have changed the social relations of agriculture in a number of significant ways that ultimately undermine distance education as it is currently constructed. The assumption that mothers are available to provide home tutoring is no longer valid given the pressures on them to work on properties due to staff cutbacks and off properties to earn additional income. Further, the trend for farm family properties to be amalgamated into larger holdings and for these holdings to be run by farm workers also undermines the assumption that parents are willing, able and resourced to home tutor their children for long periods. This paper raises significant questions about the adequacy of current distance education provisions in remote areas.