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This article briefly reviews the devastating impact of COVID-19 on the education sector in India. Focussing on school education, it also critically examines how effective online learning, the only major way adopted during the pandemic, has been in the delivery of education and whether it is a reliable alternative method of teaching and learning in India. It also briefly outlines a few important strategies required for the recovery of loss incurred and to face emerging challenges in education in India.

Preface -- Bilingualism and bilingual deaf education: time to take stock / Harry Knoors, Gladys Tang, and Marc Marschark -- Linguistic, cognitive and social foundations -- Language development and language interaction in sign bilingual language acquisition / Carolina Plaza-Pust -- Language acquisition by bilingual deaf preschoolers : theoretical, methodological issues and empirical data / Pasquale Rinaldi, Maria Cristina Caselli, Daniela Onofrio, and Virginia Volterra -- Bimodal bilingual cross-language interaction : pieces of the puzzle / Ellen Ormel and Marcel Giezen -- Sign language and reading comprehension : no automatic transfer / Daniel Holzinger and Johannes Fellinger -- The influence of communication mode on language development in children with Cochlear implants / Elizabeth Walker and Bruce Tomblin -- Psychosocial development in deaf and hard-of-hearing children in the 21th century: opportunities and challenges / Manfred Hintermair -- Bilingualism and bimodal bilingualism in deaf people : a neurolinguistic approach / Ana Mineiro, Maria Vânia Silva Nunes, Mara Moita, Sónia Silva, and Alexandre Castro-Caldas -- Education -- Navigating two languages in the classroom : goals, evidence, and outcomes / Marc Marschark and ChongMin Lee -- Improving reading instruction to deaf and hard-of-hearing students / Loes Wauters and Annet de Klerk -- Quality of instruction in bilingual schools for deaf children : through the children's eyes and the camera's lens / Daan Hermans, Loes Wauters, Annet de Klerk, and Harry Knoors -- Shifting contexts and practices in sign bilingual education in northern Europe : implications for professional development and training / Ruth Swanwick, Ola Hendar, Jesper Dammeyer, Ann-Elise Kristoffersen, Jackie Salter, and Eva Simonsen -- Bilingual education in co-enrollment settings -- Language development of severe to profoundly deaf children studying in a sign bilingual and co-enrollment environment / Gladys Tang, Scholastica Lam, and Kun-Man Chris Yiu -- Social integration of deaf and hard-of-hearing students in a sign bilingual and co-enrollment environment / Kun-man Chris Yiu and Gladys Tang -- Sign bilingual and co-enrollment education for children with cochlear implants in Madrid, Spain : a case study / Mar Pérez Martin, Marian Valmaseda Balanzategui, and Gary Morgan -- The twinschool : a co-enrollment program in the Netherlands / Daan Hermans, Annet de Klerk, Loes Wauters, and Harry Knoors -- Co-enrollment in the United States : a critical analysis of benefits and challenge / Shirin Antia and Kelly K. Metz -- Epilogue -- Perspectives on bilingualism and bilingual education for deaf learners / Marc Marschark, Harry Knoors, and Gladys Tang

Der Autor führt Regressionsschätzungen zur statistischen Einschätzung des Einflusses von Ausbildung auf die Produktivität von Kleinbauern in Bangladesch durch. (DÜI-Bsn)

In this article I examine policy documents produced by the United Nations Educational, Scientific and Cultural Organization (UNESCO) and the European Union (EU) in the field of adult education and learning. In doing so, I critically examine how globalization processes are constructed as policy problems when these transnational political agents propose adult education as a response. My main argument is that while UNESCO presents the provision of adult education as a means for governments to globally overcome disadvantages experienced by their own citizenry, the EU institutionalizes learning experiences as a means for governments to sustain regional economic growth and political expansion. After reviewing the literature on globalization to elucidate the theories that inform current understanding of contemporary economic, political, cultural and ecological changes as political problems, I present the conceptual and methodological framework of my analysis. I proceed to examine the active role played by UNESCO and the EU in promoting adult education as a policy object at transnational level, and unpack the specific problem "representations. that are substantiated by these organizations. I argue that the UNESCO and EU processes assign specific values and meanings to globalization, and that these reflect a limited understanding of the complexity embedded in contemporary globalization processes. Finally, I tease out two of the effects produced by these problem representations.

Contents -- Preface by Dael Wolfle -- Introduction: An Interview by Members of the Commission -- Chapter 1. Summary of Manpower Problems and Issues Facing the Nation -- The Current Status of Research on Specialized Manpower -- The Changing Pattern of Supply and Demand for Educated Persons -- Feedback into Education-Changes in the Demands for Teachers -- Supply-Demand Balance in Other Selected Professions -- Planning Career Shifts -- The Flow of Students Through College -- The Mobility of Professional Manpower -- Criteria of Effective Professional Performance in the Sciences

Since the early 90s Spatial Data Infrastructures (SDI's) have attracted considerable attention from governments, private sector, academic organizations, etc. But, above all, the advance of Information and Communication Technology (ICT) has contributed to add new perspectives to the world of SDI's, thereby facilitating the access and exchange of Geographic Information at different levels, by means of its standardization and interoperability. Latin-American countries stand at different development levels with regard to the implementation of their SDI's, both at national level and at local or regional government levels. Considering the growth perspectives of SDI's, it is necessary to contribute to a wider diffusion of their potential and use in different environments, both public and private. In this context the education environment appears as an area where action is needed. Taking into account that current education should bring students closer to the new ICT tools, SDI´s appear to be a highly valuable education resource in order to deal with Geographic Information related contents in the context of secondary education. In order to consider this possibility, an assessment is needed of the students' academic competence and the basic common contents of the curriculum, so that the subjects where SDI's are to be used as an educational resource can be identified. In order to build appropriate foundations on which to develop a future proposal in which SDI´s are considered as an education resource to deal with Geographic Information related contents, a study has been carried out of the secondary education in 2 countries that show great differences in SDI development: Spain and Argentina.

Migration und Bildung: Migrationsspezifische Erziehung aus der Perspektive der Elternbildung und – beratung -- Die Bedeutung von professionellen Akteuren bei der Deutung und Bewältigung von Diskriminierungserfahrungen in der Bildungsbiografie.-Ursachen der Unterrepräsentanz von Lehrkräften mit Migrationshintergrund an deutschen Schulen. Eine theoretische und empirische Analyse des Studienwahlverhaltens -- Migration und Räume: Schulen und "Migrantenfamilien" im Zentrum innerstädtischer Diskurse um "ethnische Segregation" und "sozialräumliche Aufwertung".-Jugendclubs als Orte der Aushandlung in der Migrationsgesellschaft. Ironisierungen, Grenzverschiebungen und (Re-)Imaginationen" -- Migration und kulturelles Schaffen: Der literarische Diskurs zu Flucht und Geflüchteten -- Zur Symbolik einer Wallnuss und eines Backrezeptes in Kathrin Rohmanns "Apfelkuchen und Baklava" -- Migration und Sprache.

Im Wissenschaftssystem finden tiefgreifende Umbruchprozesse statt, die insbesondere in einer weitreichenden Reorganisation der Hochschulen, wachsenden Erwartungen an Sichtbarkeit und Nützlichkeit sowie einer intensivierten Medialisierung der Wissenschaft zum Ausdruck kommen. In 13 Beiträgen, die auf umfangreichen empirischen Forschungen beruhen, behandelt das Buch Ursachen, Erscheinungsformen und Folgen dieses Transformationsprozesses. Es skizziert damit die Konturen einer neuen »Governance of Science« und liefert zugleich anschauliche Erklärungsmuster und griffige Handlungsansätze für Wissens