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Given the chronic lack of qualified professionals in the cybersecurity industry, the present paper seeks to evaluate the current interest in cybersecurity across Southeast Asia nations and then compare it with the available educational offerings of related degrees in each country to identify eventual gaps in the market. The goal is to assess whether there is a need for additional degree programs in cybersecurity and to evaluate the potential for future growth in the industry by providing a solid educational foundation for aspiring professionals. To estimate current interest from prospective students and profesionals in cybersecurity across each country, leaderboards from the popular TryHackMe gamified cybersecurity training platform are referenced. We further discuss issues by considering the related formal education programmes offered by the top universities in each country, identified by their presence in the QS world university rankings. The data are then used to propose two new metrics: the 'Cybersecurity Education Prospects Index' (CEPI) and the 'Cybersecurity Industry Prospects Index' (CIPI), which show how most of the eleven countries in Southeast Asia do have an unmet demand for cybersecurity education and only a few of them have already developed an educational infrastructure that is ready to support the growing needs of the local and international industry.

This Article traces education reforms in Argentina from the colonial period to the present. Specifically, the Article focuses on La Ley Federal de Educacion, passed in 1993, which sought to reform primary and secondary education throughout Argentina by promoting educational equity through a just distribution of educational services and opportunity. The Article begins with a description of the current Argentine federal republic and the relationship of the federal government and the provinces. Next, the Article describes the development of the Argentine education system. It continues by explaining the backdrop of the adoption of Ley Federal. The Author describes the act's twenty-three rights and principles and outlines the reforms envisioned under the law. The Article then turns to an evaluation of the effects and the effectiveness of Ley Federal. The Author specifically addresses the pervasive problems with dropout rates, funding, special education, and teacher salaries. The Author then undertakes a review of the development of a national curriculum with a special focus on diversity issues. The Article concludes with an evaluation of the current state of education reform in Argentina and suggests that the United States could learn a valuable lesson from Argentina's experience.

Cover Page -- Title Page -- Copyright Page -- Dedication -- Contents -- Foreword -- Acknowledgments -- Introduction: Bringing College to Prison -- Part I: Why We Teach -- 1. Teaching Literature Inside: The Poet's Report -- 2. Days in the Life of a College-in-Prison Professor -- 3. Surviving the School-to-Prison Pipeline -- Part II: How We Teach -- 4. Finding Their Voices: Student Experience as Authoritative Framework for Genre-Based Writing -- 5. The Logistics of Preparing to Teach Inside -- 6. Paywalls, Firewalls, Prison Walls: Bridging the Digital Divide within the Prison Education System -- 7. Teaching Quantitative Reasoning in Prison: Intuition, Graphs, and Formulas, Oh My! -- 8. One Foot In, One Foot Out: Senior Theses and Remote Internships in the Prison Space -- Part III: Who We Teach -- 9. "You'da Done That, You'da Been in Here with Us": Subverting the Teacher-Student Paradigm -- 10. Learning to Live -- Afterword: Reflections on Bringing College to Prison -- Appendix: Resources for Further Exploration on Incarceration -- Contributors -- Index.

The article describes a study of coping strategies of Physical Education (PE) teachers and their role in the process of burning out. It highlights the role of gender differences in coping strategies.
Female PE teachers apply mostly coping strategies like Fighting, Social support, wishful thinking, alleviation of outcomes, and Assuming responsibility, actions following the plan. They use the least likely Distancing.
Male PE teachers frequently use the strategies Concentration on the task, actions following the plan, and Fighting. Successively, they use Accepting responsibility, and the least likely Reduction of tension.
Some strategies derived in the research effectively cope with burnout in the PE teaching occupation and others are ineffective and may even lead to a depersonalized treatment of students.

Purpose: India's Polytechnics are a fundamental part of its (vocational) education and training system but are largely ignored in VET research. Understanding the status quo and potential of India's (vocational) education landscape requires an understanding of the role played by the Polytechnics, particularly in view of the Indian government's major efforts to implement a functioning VET system. Because little is known about the function and embeddedness of the Polytechnics the article therefore aims to examine how polytechnics are embedded in the Indian education and training system and what functions they perform for the actors within the system. Methods: The article begins by describing the systemic embeddedness of Polytechnics in the Indian education system and demonstrates their role and function in relation to a range of stakeholder groups (individuals, employers, society and the economy). Problem-centred face-to-face interviews Interviews were conducted with the principals of 14 Polytechnics in Bangalore, Delhi and Mumbai, among other cities. Semi-standardized interview guidelines were used to conduct the interviews. The interviews were analyzed by qualitative content analysis. Results: The results show that polytechnics perform various functions in the Indian education system. The Polytechnics teach both theoretical and practical skills, which is a special feature of the Indian system at this level. Qualification takes place at an intermediate level, which means that graduates have the opportunity to enter a company after graduation, where they can hold a kind of supervisor position. It is precisely these employees that are increasingly being sought by Indian companies. In addition, polytechnics provide a pathway to higher education, so students can use the opportunity to switch to a college once they have their diploma at the Polytechnic. Furthermore, the Polytechnics offers its graduates a good opportunity to become self-employed through the wide range of specializations and the practice-oriented skill development. In addition, the Polytechnics offer numerous opportunities to promote socially disadvantaged groups. Conclusion: The survey findings illustrate the importance of Polytechnics to the various stakeholder groups, demonstrating their "multidimensional bridging function" within the Indian education and training system. (DIPF/Orig.)

This purpose of the study is to systematically understand the development history and influencing factors of higher public health education in China. We extensively collected the public health education-related literature in China, summarized the general framework, historical origin, and development mode of the existing public health education system, and discussed the potential development tendency. Public health education in China changed with the development of higher medical education and higher education in China. Higher education in China has experienced several large-scale adjustments and enrollment expansions due to different purposes. Therefore, its development stage can be roughly divided into three stages: 1949 to 1976 (period of planned economy), 1977 to late 1998 (period of reform and opening up), and from 1999 to present (period of deepening reform and social transformation). The current public health education in China is influenced by many models, such as the American model, European model (especially the former Soviet Union), and ideological and political education model. It still faces some problems or challenges, such as bachelor's programs, Master of Public Health, social identity, professional accreditation, and broader public health. In fact, it is necessary to establish an important education system based on the concept of modern public health, beyond the existing medical education system, in order to meet the challenges and needs of public health in the twenty-first century.

The purpose of this article is to show that the stratification of the Quebec high school market contributes to the reproduction of social inequalities in higher education. The results obtained from a sample (N = 2,677) of a cohort of students born in 1984 and observed up to the age of 22 show that the influence of social origin operates in large part via mediation of the type of institution attended. Students enrolled in private or public institutions offering enriched programs (in mathematics, science or languages) are significantly more likely to access college and university education than their peers who attended a public institution offering only regular programs. Additional analyses reveal that the probability of attending a private or public institution offering enriched programs is strongly correlated with the social origin of the student. The influence of the education market itself operates through differences in performance and educational aspirations that characterize students in three the types of establishments.

Following the 9/11 attacks on New York and Washington, DC, there has been an increasing interest among scholars, students, and the interested public to study and learn about the Islamist-oriented terrorist organizations called Jihadi Salafi Groups (JSGs). Considering that these organizations emerged in highly fragile states, S. Yaqub Ibrahimi asks: how and why is state fragility linked to the emergence of JSGs?

Ibrahimi bases his study on three events: the establishment of al-Qaeda in Afghanistan in 1998, the rise of Islamic State in the post-Saddam Hussein Iraq, and the failed al-Qaeda effort to establish a base in Saudi Arabia in 2003. These case studies contain major aspects and features of the rise of JSGs and, together, explain the contribution of state fragility to the process of the formation and expansion of these terrorist organizations.

International Security in a World of Fragile States stands out as a pivotal work on the interconnection between the root causes of JSGs and state fragility conditions and their amalgamated role in the formation and evolution of these organizations. It contributes to IR and international security debates by developing a comprehensive but readily understandable narrative of the rise of JSGs in Islamic countries, and examining them in an analytical framework in which their root causes are categorized on individual, group, and international levels.

Using the example of ghosts and religion, this paper argues for the importance of social context and background operative in Hobbes's account of social life and, in particular, the role of environment, education, and language in explaining much of what we think we know, and much of what we believe. The paper looks to aspects of Hobbes's epistemology and his account of belief, to make the case that he recognizes how a kind of social conditioning is required to sustain certain beliefs. The paper briefly concludes with a focus on the commonwealth itself and how the example of religion and religious belief extends to the commonwealth and the kinds of beliefs required for the commonwealth to sustain itself.