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The potential of quality early childhood and primary education to help break inter-generational poverty cycles is widely recognised. My focus is on how far this potential is being translated into reality, through implementing positive early childhood policies in practice. The paper summarises evidence from Young Lives research into early transitions, based on both survey and in-depth qualitative research with 2,000 Young Lives younger cohort children in Ethiopia, Andhra Pradesh (India) and Peru. Primary education is still being consolidated in Ethiopia, and pre-school is a minority urban experience, mainly offered by the private sector. Peru offers a very different story, with a well-established government primary and pre-school system but concerns about quality and coordination between sectors. Andhra Pradesh offers the most complex set of challenges, with a long-established government system of ECCE, but an increasing trend towards use of private services, including amongst the poorest communities. The paper offers five broad conclusions, about the importance of: ensuring quality and equity in early education; better coordinated pre-school and school systems; targeting the most vulnerable and disadvantaged children; recognising the full range of equity issues; and ensuring more effective governance, including governance of the private sector.

The United Nations established gender equality as a top priority in its international agenda, and many stakeholders around the world have joined the effort to build a fair playing field for all. Business educators can contribute to this effort by delineating problem areas in gender equality in international business education, uncovering ways to address such problems, and inquiring into the most basic premises we entertain in this quest. Our contribution to this international agenda involves a review of the literature in international business education by focusing on the paradigms that might guide our work on gender equality in the classroom while assessing the content domains addressed and considering the conceptualizations we could use for this task. We map extant knowledge in gender equality in international business education and propose strategies for contributing to the United Nations' goal of increasing gender equality by 2030. Finally, we discuss our vision for research in teaching and learning on gender equality in business education.

Article reveals the opportunities of introducing mobile learning techniques in the course of collocations, etc. The term 'Media education' defines personality development via mass foreign language study in high school. Modern pedagogical technologies, which involve IT-technologies, Internet resources allow teachers to implement personally-customized teaching methods, thereby providing individual and differential teaching approach. Current teaching principles combine explicit and implicit methods. The former one represents the conscious and aware learning whereas the latter technique is to assimilate lexical units subconsciously, i.e. while participating in discussions, listening to live speech patterns, multiple repetition of useful speech media to acquire special communication skills, relevant perception and interpretation, develop creative abilities, critical thinking, analyze and assess media texts, learn different ways of self-expressing via various media techniques. User-friendly interface, modified information presentation are essential factors which facilitate a sophisticated complex educational process, making the study accessible, updated regularly, client-tailored, personalized. The technology of autonomous work with mobile devices is regarded as one of the promising ways for students to overcome the difficulties of learning activities. Mobile learning, based on the principle of guided interactive self-learning using mobile applications, has ample opportunities for activating and intensifying students' independent activities. The analysis of the use of mobile applications for learning a foreign language shows that motivation is an important factor in self-education.

As a result of scientific and technological developments in today's world, global education has started to take its place in the educational systems throughout the world and become more significant in recent years. Since global education has multiple effects on societies, it is also crucial in helping students to become informed, active, and global citizens. This study employs document analysis, a qualitative research method, in order to examine how the themes regarding global education are shaped in the Citizenship and Democracy Education textbook and curriculum designed for the eighth grade students. Findings of the study showed that some themes, regarding global education, are embedded into the curriculum only to provide knowledge without any emphasis on necessary skills and values, and other sub-themes completely ignored along with the global dimension of citizenship education