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The key development objective of Pakistan, since its
existence, has been to reduce poverty, inequality and to improve the
condition of its people. While this goal seems very important in itself
yet is also necessary for the eradication of other social, political and
economic problems. The objective to eradicate poverty has remained same
but methodology to analysing this has changed. It can be said that
failure of most of the poverty strategies is due to lack of clear choice
of poverty definition. A sound development policy including poverty
alleviation hinges upon accurate and well-defined measurements of
multidimensional socio-economic characteristics which reflect the ground
realities confronting the poor and down trodden rather than using some
abstract/income based criteria for poverty measurement. Conventionally
welfare has generally been measured using income or expenditures
criteria. Similarly, in Pakistan poverty has been measured mostly in
uni-dimension, income or expenditures variables. However, recent
literature on poverty has pointed out some drawbacks in measuring
uni-dimensional poverty in terms of money. It is argued that
uni-dimensional poverty measures are insufficient to understand the
wellbeing of individuals. Poverty is a multidimensional concept rather
than a unidimensional. Uni-dimensional poverty is unable to capture a
true picture of poverty because poverty is more than income
deprivation

The STAR group reached new ground when they fought for all schools in the Toronto School Board to provide copies of course outlines (which were already deemed to be public knowledge) in order to investigate and grade courses for their level of social justice content, including material from authors of color, material from gays and lesbians, and other social justice issues. Toward the Inclusive University, where he outlined six key principles that he felt essential in anti-racist education including: 1 anti-racist education dealing with the concept of racism being a social construction; 2 anti-racist education in the struggle for justice of oppressed groups, and institutional change resulting from political pressure; 3 anti-racist education could not be an add-on and changes were required across the curriculum; 4 anti-racist education needed to be system-wide; 5 anti-racist education had its own pedagogy that would require teachers and students to work together to understand and challenge unjust power relations; and, 6 anti-racist education must be willing to engage other forms of oppression including sexism, homophobia, and class prejudice that are all part of the education system.

AbstractThe transfer of advantage and disadvantage across multiple generations is receiving increasing attention in the international literature; however, transfers of resources across multiple generations in Australian families are less well understood. Using a longitudinal dataset of Australian children, we have the opportunity to not only investigate the transfer of educational resources across three generations in Australia, but also investigate the gendered nature of these transfers, which has been a limitation of other studies. We find no evidence of individual grandparent education effects on numeracy and reading scores for grandchildren in Year 3, independent of parent educational attainment and other covariates. However, significant effects on numeracy and reading scores were observed for children in families where both the grandmother and grandfather in maternal and paternal grandparent sets had high educational attainment (a diploma or university qualification), and where either or both the mother and father had a university qualification. These results suggest that the contribution of grandparents to the academic achievement of grandchildren cannot be fully explained by the parent generation and that the concentration of human capital in families contributes to educational inequalities across multiple generations that can be observed by eight years of age.

AbstractWe investigate the relationship between education funding and educational inequality across Chinese prefectures. The decentralisation of education in China has created substantial variations in government educational expenditures, both over time and across regions. We propose that these variations relate to the budget preferences of local governors. These are age dependent with younger officials more inclined to invest in large and quantifiable infrastructure projects rather than public service provision. This provides a source of exogenous variation in local fiscal efforts to provide public education and thus permits quasi‐experimental evaluation through instrumental variable identification. Our results suggest that increased education spending is linked with lower educational inequality. Moreover, we find strong evidence of heterogeneity ‐ the magnitude of the effect is diminishing with the degree of local fiscal autonomy.

In Growing Gaps, Paul Attewell and Katherine S. Newman bring together an impressive group of scholars to closely examine the relationship between inequality and education. Covering almost every continent, Growing Gaps provides an overarching and essential examination of who is actually able to benefit from economic growth and who, because of the educational demands it brings about, it shuts out.