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This article explores the influence of Protestant missionaries on male-female educational inequalities in colonial India. Causal mechanisms drawn from the sociology and economics of religion highlight the importance of religious competition for the provision of public goods. Competition between religious and secular groups spurred missionaries to play a key role in the development of mass female schooling. A case study of Kerala illustrates this. The statistical analysis, with district-level datasets, covers colonial and post-colonial periods for most of India. Missionary effects are compared with those of British colonial rule, modernization, European presence, education expenditures, post-colonial democracy, Islam, caste and tribal status, and land tenure. Christian missionary activity is consistently associated with better female education outcomes in both the colonial and post-colonial periods. Adapted from the source document.

© 2019, © 2019 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. The SDGs mark the clearest global acceptance yet that the previous approach to development was unsustainable. In VET, UNESCO has responded by developing a clear account of how a transformed VET must be part of a transformative approach to development. It argues that credible, comprehensive skills systems can be built that can support individuals, communities, and organisations to generate and maintain enhanced and just livelihood opportunities. However, the major current theoretical approaches to VET are not up to this challenge. In the context of Africa, we seek to address this problem through a presentation of literatures that contribute to the theorisation of this new vision. They agree that the world is not made up of atomised individuals guided by a "hidden hand". Rather, reality is heavily structured within political economies that have emerged out of contestations and compromises in specific historical and geographical spaces. Thus, labour markets and education and training systems have arisen, characterised by inequalities and exclusions. These specific forms profoundly influence individuals' and communities' views about the value of different forms of learning and working. However, they do not fully define what individuals dream, think and do. Rather, a transformed and transformative VET for Africa is possible.

The state-corporate crime literature has given momentum to a fundamentally important task: that of "bringing the state back in" to the study of the social harms caused by corporations. Yet as this article argues, we need to widen the theoretical scope of the concept of "state-corporate crime" if we are to grasp the full significance of state-corporate symbiosis in the production of corporate crime. The article argues for a historically and systemically sensitive analysis of the state-corporate relation that takes account of the
a priori constitutional features of the relationship between states and corporations in contemporary capitalist democracies. The article therefore uses the state-corporate crime literature as a point of departure for understanding a deeper structural relation between organized capital and state institutions.

In Malta, as in many other southern European countries, school populations have become much more multi-ethnic and multilingual due to the migratory fluxes of recent years. The presence of migrant learners requires inclusive didactic measures and linguistic policies which can facilitate integration and ensure that the educational set-up enhances personal experiences, to the benefit of all learners. In this study, we focus on Maltese schools while briefly referring to cases found in other countries in Southern Europe, especially those that participate in an EU Project entitled MERIDIUM. The increasing number of migrant learners has stimulated local educators and the educational authorities to improve the regulatory framework of the integration policies in favour of migrant pupils and their families. However, schools need more practical and useful measures in order to better understand this phenomenon and its advantages as well as to improve professional skills of the administrative and teaching staff, and the relationships that these could create with migrant learners, parents and communities. ; peer-reviewed

Concerned that the United States Supreme Court's abolition of the death penalty inFurman v. Georgia(1972) would not be sustained, abolitionists turned to state supreme courts. Through their efforts, two states succeeded in realizing that goal: California, briefly, and Massachusetts, where the death penalty remains unconstitutional.