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This study examined adolescents' perception management and attitudes towards sex education in secondary schools in Cross River State, Nigeria. The study was guided by three null hypotheses that were formulated. The study adopted a descriptive survey design. Purposive sampling technique was employed by the researchers in selecting a sample of 1,080 students from a population of 98,915 secondary school students distributed across 271 public secondary schools in Cross River State. Adolescents Perception Management and Attitudes towards Sex Education Questionnaire (APMATSEQ) was used as an instrument for data collection. The null hypotheses were all tested at .05 level of significance using Pearson product-moment correlation and multiple regression analyses. Findings from the study revealed that adolescents' counselling and sensitization are significantly related to their attitudes towards sex education respectively and jointly; both variables accounted for 50.3 per cent (R2 = .503, Adj. R2 = .502) of the total variance of adolescents' attitudes towards sex education. Findings also revealed that adolescents' counselling and sensitization have a significant composite influence (F = 544.924, p < .05) on their attitudes towards sex education, with adolescents' counselling being the highest predictor (β = .499, t = 19.392), followed by adolescents' sensitization (β = .299, t = 11.632). Based on the findings, it was recommended amongst others that; professional counsellors should be employed by the government to enable secondary schools to have at least three counselors per school in order for schools to effectively manage students' perception.

Aristotle?s definition of humans determines his understanding of education
(paideia) in Politics as politikon zo?n. This definition should always be
considered together with the other most important Aristotle?s statement
about the human being, in which he claims that ?man alone of the animals
possesses speech (log?s)?. The ability to speak becomes most important
within the specific political partnership (p?lis), which has at last
attained the limit of virtually complete ?self-sufficiency? (autarke?as).
Contrary to ?every household? where the eldest member ?gives the law?
(themiste?ei) to sons and spouses, in the city (p?lis), the ?speech (log?s)
is designed to indicate (sema?neiv) the advantageous and harmful, and the
right and wrong?. In sum, justice became political (dikaiosun? politik?v).
It always appears like the outcome of an argument or dispute (kr?sis) on
what is just (to? dika?ou). We should understand education (paideia) in the
context of the previous statements. Dispute (amfisbet?in), the keyword of
Aristotle?s understanding of education, appears in the first sentence of
Politics VIII. Aristotle states that ?they (people) dispute? the question of
what ?constitutes education and what is the proper way to be educated?.
There is not one complete, definitive, and standard answer to the question
of what is the best way to be educated that we should implement in the
educational activities. Based on Aristotle?s view, I claim that the first
purpose of education is not to determine and constrain the activity of the
youth and citizens in general, but to provoke and facilitate the dispute on
the essence and aims of education.

Chapter 1: Introduction -- Chapter 2: Languages used in HK -- Chapter 3: Medium-of-Instruction policy: historical background and the 1998 reform -- Chapter 4: Transitional issues in the implementation of new MOI policy -- Chapter 5: Collaborative support and facilitation of change in the reform -- Chapter 6: Interlanguage and subject-specific genres -- Chapter 7: Multiple-case study at the school level -- Chapter 8: Evidence of success of the MOI reform -- Chapter 9: Review and "fine-tuning" of the MOI reform policy -- Chapter 10: Conclusion.

The European Green Deal and UN Sustainable Development Goals (SDGs) highlight that education, including re-/up-skilling, is crucial in order to transition to environmental sustainability. Education has an essential role to play by supporting citizens in developing the competences needed to live responsibly, change consumption models, design solutions, transform society and shape a green economy. In the context of the EU's efforts to promote a sustainable and green Europe, the purpose of this study is to map EU Member States' national and institutional practices, processes, tools and strategies in education for environmental sustainability (EES) at various levels and in different forms of education. The study will help inform the actions of the European Commission with regard to education for environmental sustainability and policy for the implementation of the European Education Area and the European 'Green Deal'.

This book addresses policy research on homophobic and transphobic bullying in schools. It covers quantitative and qualitative research into policy impacts for gay, lesbian, bisexual, transgender and intersex students. It draws on a large-scale Australian study of the impacts of different kinds of policy at the national, state, sector and school level. The study covers over 80 policies, interviews with key policy informants and survey data from 3,134 GLBTIQ students. Since new guidelines were released by UNESCO, homophobic and transphobic bullying in schools has become a key area of interest around the world. There has been much pressure on educational leadership to engage with these issues since the UN released international human rights legislation on sexual orientation and gender identity that have implications for student rights. The book presents statistically significant correlations between specific types of state and school level education policies that explicitly named homophobia/ GLBTIQ student issues, and lowered incidence of homophobic bullying, lowered risk of suicide and self-harm for these students. It includes stories from policy makers on how the policies came to be (through lawsuits, ministerial inquiries and political activism), right through to the stories of students themselves and how they individually felt the impacts of policies or policy lacks. International contexts of homophobic and transphobic bullying are discussed, as well as recent transnational work in this field. The book considers the different types of collaborations that can lead to further policy development, the transferability of the research and some of the benefits and problems with transnational policy adoptions.

The idea that professionals in health and social care should 'learn together to work together' in 'interprofessional education' (IPE) is not new. Nevertheless, interest in this concept has grown dramatically. By learning together, professions will better understand each other and value what others bring to the practice of collaboration. Through working together more effectively, the quality of care and outcomes for users will be improved, but what is the evidence to support this? How can effective and sustainable IPE programmes be designed and run? What theoretical perspectives are useful? How can programmes be evaluated? This essential guide provides a thorough introduction to IPE in health and social care. It examines the research on IPE in detail, providing much needed practical advice. This second edition includes updates to research and policy internationally, examples of successful programmes and methods of evaluation, and provides readers with an essential set of IPE 'do's and don'ts'.

The principal objective of this study is to test whether public expenditures on education, health and other development activities have been effective in reducing poverty in India. To ensure sensitivity and robustness of the results, three different measures of poverty belonging to the Foster-Greer-Thorbecke group of poverty measures are used. We consider various types of education expenditures, viz., government expenditures on elementary, secondary, higher/university and "other" levels. Data for fourteen Indian states from 13th to 53rd rounds of National Sample Survey of India are used for estimating poverty. Using unbalanced panel data techniques, we test Fixed effects, Random effects and OLS models, and concludes that education, health and development expenditures help reduce poverty. In particular, expenditure on higher, university, technical, adult and vocational educations as opposed to elementary and secondary education is more effective in poverty reduction. Several policy conclusions are advanced.

The principal objective of this study is to test whether public expenditures on education, health and other development activities have been effective in reducing poverty in India. To ensure sensitivity and robustness of the results, three different measures of poverty belonging to the Foster-Greer-Thorbecke group of poverty measures are used. We consider various types of education expenditures, viz., government expenditures on elementary, secondary, higher/university and "other" levels. Data for fourteen Indian states from 13th to 53rd rounds of National Sample Survey of India are used for estimating poverty. Using unbalanced panel data techniques, we test Fixed effects, Random effects and OLS models, and concludes that education, health and development expenditures help reduce poverty. In particular, expenditure on higher, university, technical, adult and vocational educations as opposed to elementary and secondary education is more effective in poverty reduction. Several policy conclusions are advanced.

Citation: Chauvel L. (2020) The Western Middle Classes under Stress: Welfare State Retrenchments, Globalization, and Declining Returns to Education. Mir Rossii, vol. 29, no 4,pp. 85–111. DOI: 10.17323/1811-038X-2020-29-4-85-111
Following the work of Pierre Bourdieu and Gustav Schmoller before him, the multipolarity of the middle classes between higher and lower, and between cultural and economic capitalsis well acknowledged. This old vision is useful to understand the "middle classes adrift" of the last 20 years in France and Continental Europe. The expansion of the "new wage earner middle class" of the 1960s to 1990s is now an old dream of the welfare state expansion of Western societies, and the European social structure now faces a trend of repatrimonialization", meaning a U-turn towards a decline in the value of mid-qualified work and an expansion of the return to the inheritance of family assets. This paper addresses three main points. First, a new description of repatrimonialization is useful in the specific European context of middle-class societies. We need a redefinition of the system of middle classes (plural) in the context of the construction and decline of strong welfare states. Second, there are three ruptures in the social trends of the 'wage earner society' of the 1960s to 1990s. In this period, economic growth, social homogenization and social protection were major contextual elements of the expansion of 'the new middle class,' based on educationalmeritocracy, the valorization of credentialed skills, and the expansion of the average wage compared to housing and capital assets ('depatrimonialization'). After the 1990s, the rupture and reversal of these trends, with 'stagnation', 'new inequalities' and 'social uncertainty' as new trends, generated a backlash in the "middle class society". Third, I analyze the demographic and social consequences of these new trends in terms of the shrinking of the middle classes in a context where the inheritance of assets and resources changed the previous equilibrium. Finally, I highlight the importance of addressing the problem of social stability when large strata of the middle class have less interest in the maintenance of the social order.

This paper examines the causal link between education and democracy. Motivated by a model whereby educated individuals are in a better position to assess the effects of public policies and hence favor democracy where their opinions matter, the empirical analysis uses World Values Surveys to study the link between education and democratic attitudes. Controlling for a variety of characteristics, the paper finds that higher education levels tend to result in prodemocracy views. These results hold across countries with different levels of democracy, thus rejecting the hypothesis that indoctrination through education is an effective tool in non-democratic countries.

Intro -- Acknowledgements -- Contents -- Chapter 1: The Rhetoric of Coalition Bargaining -- Dialogue, Rhetoric and Identification -- Ideological Identification and Division -- Instrumental Identification and Division -- Interpersonal Identification and Division -- The Structure of the Book -- References -- Chapter 2: The Formation of the Coalition -- Higher Education -- Constitutional Reform -- Europe -- Foreign Policy -- The Coalition's Narrative of Unity -- Ideological Identification and Shared Values -- Instrumental Identification and the 'National Interest' -- Identification Through Antithesis: The Storyline of the Deficit -- Conclusion -- References -- Chapter 3: Higher Education Policy -- The Browne Report and the Coalition's Response -- The Parliamentary Debate on Higher Education Funding, 2010 -- Cable and Willetts Address the University Sector -- Clegg's Public Apology, September 2012 -- Conclusion -- References -- Chapter 4: Constitutional Reform -- The Debate on the PVSC Bill, 2010 -- Inter-Party Division and the 2011 AV Referendum Campaign -- The Conflict Over House of Lords Reform, Summer 2012 -- The Commons Debate on the Amendment to the Electoral Registration and Administration Bill, 2013 -- Conclusion -- References -- Chapter 5: The European Union -- Rhetoric, Narratives and Identification -- Inter-Party Identification: The Leaders -- Coalition MPs and the EU -- The European Union Bill 2010-11 -- The European Union (Referendum) Bill 2013-14 -- Conclusion -- References -- Chapter 6: Foreign Policy -- The Arab Spring and the Coalition Leadership's Case for Intervention in Libya -- The Commons Debate on UNSC Resolution 1973, 2011 -- Cameron and Clegg's Case for Action Against Syria in 2013 -- The Commons Debate on Syria and the Use of Chemical Weapons, 2013 -- Conclusion -- References