Suchergebnisse

Abstract
Are Russians religious? In this paper, religiosity in Russia (2011–2021) is decomposed into age, cohort and period effects using panel data analysis techniques. It is shown that age effects on religiosity are U-shaped: respondents are more religious when young or old with the minima at the age of 41–45 for women and 46–60 for men. The most religious cohorts in Russia were born in 1960–1980. There is a sharp decline in religiosity in younger generations. There is also a large gender religiosity gap in older generations: women are more religious than men. However, in younger cohorts, the gender religiosity gap closes. Time effects suggest that religiosity in Russia was increasing before 2016, while in 2016, a substantial decline occurred. Since 2016, there has been no growth in religiosity.

Globalization is a technology driven process that has brought about the shrinkage of the world into a global village, thereby expanding connectivity of all forms of interactions. The concept is being promoted by the Western industrial nations and scholars as capable of increasing global wealth, peace, reduction of poverty and inequalities within and among nations. However, its implementations have had series of consequences – some good, some bad and some unintended. The developing regions of the world are yet to maximally benefit from the promises of globalization. Its negative impact outweighs the positive sides. The paper explores different perspectives about globalization and its implications for youth development and early childhood education in Nigeria. The aim of the study is to examine the impact of globalization on youth development and childhood education in Nigeria. Basically, this work is primarily qualitative, utilizing mostly secondary sources of data such as books, journal publications, among others; all considered relevant in understanding the concept of globalization and its impact on youth and early childhood education in Nigeria. The findings reveal that the youths and children are being affected negatively by globalization and thus, recommends, that the education policy makers and curriculum planners should construct an adequate and appropriate global curriculum to enable learners have a solid education foundation that will equip them with what it takes to acquire a global based knowledge. Again, the government should embark on aggressive job creation and improvement of positive access to information to widen their skills.