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"A-81." ; "March 1981." ; At head of title: A commission report. ; Includes bibliographical references. ; Mode of access: Internet.

Preface Colin Brock -- Introduction Nalini Asha Biggs -- Global Overview Nalini Asha Biggs -- 1. International Responses to HIV/AIDS and Education Christopher Castle and Mark Richmond -- 2. The Politics of President's Emergency Plan for AIDS Relief (PEPFAR) David Kovara -- 3. Health Promotion Though ABC Education: Agenda Setting and the Development of the ABC Strategy in Zambia Doreen Tembo -- 4. HIV/AIDS Education for HIV-Positive Women in India Priya Lall -- 5. The Education Sector Response to HIV and AIDS in the Caribbean David Clarke -- 6. HIV and the Internet: Sharing Treatment Information Fadhila Mazanderani and Jane Anderson -- HIV/AIDS Education in Turkey Tuncay Ergene and Kerim Munir -- Conclusion Nalini Asha Biggs -- Index.

Class and Race examines how African Americans, Native Americans, and other groups have grappled with class structures in American society, studying the ways in which racism has shaped those structures and continues to do so today. Features include a glossary, references, websites, source notes, and an index. Aligned to Common Core Standards and correlated to state standards. Essential Library is an imprint of Abdo Publishing, a division of ABDO.

The problems created by rapid expansion of educational systems in the underdeveloped states of Asia, Africa and South America are the subject of a large and diverse literature.1 Familiar to even the most cursory student of this literature are several themes: (1) the 'devaluation' of elementary education, which no longer affords entry into white-collar positions as it did in the late colonial periods; (2) the persistent and diffuse 'elite' connotations of higher (and even secondary) education, the supply of which, while increasing, remains relatively short; (3) the skewed distribution, within higher education, toward 'traditional' disciplines—notably law and the humanities—reflecting the values of the colonial system and running against perceived needs for technological skills; and finally, the concern over the 'destabilizing' consequences of a growth in educational access and aspirations disproportionate to the economy's ability to 'fit' much of tne-educated-manpower into the system.

Higher education for displaced students is rarely the focus of academic literature in the context of the United States, despite 79.5 million people displaced worldwide as of December 2019 and 3 million refugees resettled in the United States since the 1970s (UNHCR, 2020). An estimated 95,000 Afghans will be resettled in the US by September 2022, and the executive branch has requested $6.4 billion in funds from Congress to support this resettlement process (Young, 2021). This represents the most concentrated resettlement in the US since the end of the Vietnam War. It is therefore clear that policy supports for displaced students represent a pressing educational equity issue. This paper applies critical policy analysis to state-level policies supporting displaced students and argues that both data gaps and policy silence characterize the current state of play. ; L'éducation supérieure pour les étudiants déplacés est rarement au centre de la littérature académique aux États-Unis, malgré le fait qu'il y ait 79,5 millions de personnes déplacées à travers le monde en date de décembre 2019 et que 3 millions de réfugiés se soient réinstallés aux États-Unis depuis les années 1970 (UNHCR, 2020). Un nombre estimé de 95 000 Afghans seront réinstallés aux États-Unis en septembre 2022 et le pouvoir exécutif a demandé 6,4 milliards de dollars de fonds au Congrès afin de soutenir ce processus de réinstallation (Young, 2021). Cela représente la réinstallation la plus concentrée aux États-Unis depuis la fin de la Guerre du Vietnam. Il est donc clair que les politiques de soutien aux étudiants déplacés représentent un enjeu urgent d'équité en matière d'éducation. Cet article applique une analyse critique des politiques publiques aux politiques au niveau de l'État soutenant les étudiants déplacés et soutient que les lacunes au niveau des données et le silence politique caractérisent l'état actuel de la situation.