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AbstractWe study the trade‐off between governmental investments in pretertiary and tertiary education from an efficiency point of view. We develop a model comprising agents with different incomes and abilities, public and private schools, and public universities that select applicants based on an admission exam. Reallocating governmental resources from tertiary to pretertiary education may positively affect aggregate production and human capital if some conditions are satisfied. For instance, in an economy with a high proportion of credit‐constrained students, a reallocation of expenditure toward public schools benefits many students, compensating for the negative effect of a decrease in public university investments. We also quantitatively investigate the optimal allocation of public investment between pretertiary and tertiary education, and we find that a 10% increase in productivity of public investments in pretertiary education could increase the optimal GDP between 2.1% and 3%.

Originally published in 1934, Trade Unions and the State is a study of political institutions. This is a lucid account of the diverse views that have been held about the nature, attributes, functions and prerogatives of the State. The book analyses the changing status and treatment of Trade Unions under the law of the UK during the early part of the 20th century.

Context: COVID-19 has disproportionately affected the autism community yet also provided an opportunity to improve education delivery. There are several policies to ensure education for autistic children, but there are still gaps that need to be filled. Policy Options: This policy brief analyses several interventions designed to create a more inclusive education environment for autistic children. The four policy options described and analyzed are: Teacher assistants focussing on children with special education needs, Peer Mentoring Interventions (PMI), Digitalization of Education, and Gamification. Recommendations: The analysis concludes that PMI and Gamification would be the most feasible to implement. PMI can improve the dynamic between autistic children and their neurotypical peers. Gamification enables personalization to educational needs and fluid transition to at-home education. Subsequently, the European Union already invests in gamification, making the step smaller to invest in gamification for inclusive education. Acknowledgments: We thank Prof Dr Katarzyna Czabanowska for the opportunity to explore this topic as part of the Leadership track in the Master Governance and Leadership in European Public Health. Authors' contributions: All authors contributed equally to this work. Conflict of interest: None declared Source of funding: None declared

The European Parliament Hearing of young people with special educational needs took place in Brussels on 3 November 2003. The Agency organised it with the support of the ministries of education in its member countries and the European Commission. It was one of the major events within the framework of the European Year of People with Disabilities. Twenty-three country delegations, with 146 representatives, participated in the event. The country delegations included 72 young people with special educational needs. This publication is a synthesis of their presentations. Download the PDF below, which presents them together in 17 of the Agency's official languages: Czech, Danish, Dutch, English, Estonian, Finnish, French, German, Greek, Icelandic, Italian, Latvian, Lithuanian, Norwegian, Portuguese, Spanish and Swedish. ; This publication has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Comparing the asylum policies of three Western states, this article argues against two claims raised in recent writings on international migration: that states' capacity of controlling unwanted migration is declining; and that such diminished control capacity is due to an international human rights regime restricting states' discretion over the admission and expulsion of aliens. This comparison suggests that there is an increasing willingness and capacity of states to control mass asylum seeking. State constraints in asylum policy arise more from domestic than from international legal norms. Asylum policies are everywhere shaped by the two increasingly conflicting principles of liberal nation-states: popular sovereignty and the protection of human rights.

Most fields of study have introductory textbooks with the word "principles" in the title: "Principles of Economics," "Principles of Ecology," and many others. The principles explained in these textbooks are the core unifying and ordering concepts for their respective fields. They provide a frame of reference for students who are new to the field and taking the first steps toward mastering it. The abundance of "principles" textbooks and long history of the use of core principles in education suggest that a clear set of unifying principles may be a useful way to teach students how to productively think about and understand complex topics. This article identifies and describes a set of core principles for thinking about the future based on a review of more than 50 years of published futures research literature. The ten principles are as follows: The future is (1) plural; (2) possible, plausible, probable, and preferable; (3) open; (4) fuzzy; (5) surprising; (6) not surprising; (7) fast; (8) slow; (9) archetypal; and (10) inbound and outbound. The principles are described and their potential educational use is discussed. Core futures principles may be useful for introducing students of all ages to thinking about and preparing for the future.