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Within India, there is considerable debate about the economic benefits that will come by way of demographic dividend. In fact, we have been having this discourse for over a decade. Adapted from the source document.

Since 1984 and the election of a fourth Labour Government, New Zealand has been characterised as one of the most neoliberal countries in the world. Neoliberal theory frames most policy, including educational language policy. In this paper I report on the effects of neoliberalism on Pacific languages in schools, focussing on several policy positions the current National-led government has taken over the last three years. These include the Inquiry into Pacific Languages in Early Childhood Education, the Pacific Education Plan and the Pacific Languages Strategy. These policies present community language maintenance and language decline and even extinction as private matters to be dealt with at individual, family and community levels, rather than as issues that should be explicitly addressed and supported within the education system. The paper examines Pacific languages in New Zealand in their historical context and problematises the government's privatised and individualised approach to Indigenous languages of the Pacific.

Multicultural Pharmaceutical Education spotlights methods and theory on how to increase representation of minorities in pharmacy schools and practice settings. Many of the ideas presented in this book are unique, and all provide an opportunity for institutions with few minority students to greatly improve their recruitment and retention efforts geared toward these students. The contributing authors, representing all levels of academia--deans, undergraduate students, vice provosts, executive directors, a National Professor of the Year, and faculty members--have all had experience in s.

Intro -- Contents -- Foreword / A Much-Needed Project / Michèle Lamont -- ONE / Education in a New Society: Renewing the Sociology of Education / Jal Mehta and Scott Davies -- PART ONE / THEORETICAL PERSPECTIVES -- TWO / Social Theory and the Coming Schooled Society / David P. Baker -- THREE / The Deepening Interpenetration of Education in Modern Life / Scott Davies and Jal Mehta -- FOUR / An Institutional Geography of Knowledge Exchange: Producers, Exports, Imports, Trade Routes, and Metacognitive Metropoles / Steven Brint -- FIVE / Professional Education in the University Context: Toward an Inhabited Institutional View of Socialization / Tim Hallett and Matt Gougherty -- PART TWO / SUBSTANTIVE CONTRIBUTIONS -- SIX / Talking Pigs? Lessons from Elite Schooling / Shamus Khan -- SEVEN / What's Up with Assessment? / Richard Arum and Amanda Cook -- EIGHT / College and University Campuses as Sites for Political Formation: A Cultural-Organizational Approach / Amy Binder -- NINE / Digital Badges and Higher Education in a New Society: A Bersteinian Analysis / Michael Olneck -- TEN / Research Universities and the Global Battle for the Brains / John D. Skrentny and Natalie M. Novick -- PART THREE / OLD THEMES, NEW PERSPECTIVES -- ELEVEN / The Expansion of the "School Form" and Deepening Inequality / David Karen -- TWELVE / Reopening the Black Box of Educational Disadvantage: Why We Need New Answers to Old Questions / Janice Aurini and Cathlene Hillier -- THIRTEEN / Schools as Great Distractors: Why Socioeconomic-Based Achievement Gaps Persist / Douglas B. Downey -- FOURTEEN / Race and White Supremacy in the Sociology of Education: Shifting the Intellectual Gaze / John B. Diamond -- FIFTEEN / Race, Ethnicity, and Cultural Processes in Education: New Approaches for New Times / Natasha Kumar Warikoo.

Research has shown a mixed relationship between education and vaccination rates. In the current analysis, we aimed to determine the relationship between educational level and coronavirus disease 2019 (COVID-19) vaccination rates. We performed a cross-country analysis on data from 133 countries. Correlation analyses showed that higher and better education was associated with higher COVID-19 vaccination rates. When we performed the regression analysis including the education, health system, and economic development variables, education-COVID-19 vaccination relationships were mostly reversed. In particular, in wealthy countries, as the mean years of schooling decreased and the pupil-teacher ratio increased, COVID-19 vaccination rates increased. In less affluent countries, with greater education expenditures, COVID-19 vaccination rates decreased. We explain these contradictions by describing links between vaccination rates, life expectancy, and education-related variables. Our findings may aid in promoting more effective uptake of COVID-19 vaccination.

Besides its worrying effects on human life, the novel strain of coronavirus has the potential to significantly slow down the global economy. Several industries have been adversely impacted due to the spread of COVID-19. It is evident that the global economy is grinding to a halt. As business close to help prevent transmission of COVID-19, financial concerns and job losses are one of the first human impacts of the virus. We have seen the significant economic impact of the coronavirus on financial markets and vulnerable industries such as manufacturing, tourism, hospitality and travel. Travel and tourism account for 10 % of the global GDP and 50 million jobs are at risk worldwide. Global tourism, travel and hospitality companies closing down affects SMEs globally. Responding to the crisis requires global cooperation among governments, international organisations and the business community, which is at the centre of the World Economic Forum's mission as the International Organization for Public-Private Cooperation. The pandemic is also expected to have a huge impact on global education. According to UNESCO monitoring, over 100 countries have implemented nationwide closures, impacting nearly 90 % of the world's student population. School closures impact not only students, teachers and families, but have far reaching economic and societal consequences. School closures in response to COVID-19 have shed light on various social and economic issues, including student debt, digital learning, food insecurity, and homelessness, as well as access to child care, health care, housing, internet and disability services. Efforts to stem the spread of COVID-19 through non-pharmaceutical interventions and preventive measures such as social-distancing and self-isolation have prompted the widespread closure of schooling in over 100 countries.

E-governance defined as provision of government facilities and Information to the public using electronic means. These applications are the result of latest advancements of E-Governance. E-government refers to the delivery of government information and services via the Internet or other digital means to citizens or businesses or other governmental agencies. Other names of E-governance are Electronic Government, Digital Government, Electronic Governance, one-stop government, and online government. United Nations (www.unpan.org) definition (AOEMA report): "E-government is defined as utilizing the Internet and the world-wide-web for delivering government information and services to citizens." E –Government is important factor for developing and also for developed countries because Information Technologies can enhance the Revolution of work culture by serving a variety of ends, better delivery of government services to citizens, improved government interactions with Business and industry, citizen empowerment and more efficient government management

AbstractIndividuals' attitudes about gender roles have been shown to be associated with a wide range of political outcomes. It is therefore crucial to better understand what shapes these attitudes. This note takes advantage of a randomized survey experiment embedded in the 2018 wave of the European Social Survey (ESS) to investigate how differences in education levels between partners influence the "gender childcare bias"—the extent to which individuals disapprove more of women working full time with children under three than men. Although male and female respondents exhibit an equally strong gender childcare bias on average, we find clear-cut evidence that the bias varies asymmetrically across the household education gap for women and men. In particular, positive household education gaps lead to a smaller gender childcare bias for female respondents, whereas the opposite holds for male respondents. Our findings are more in line with a resource-bargaining approach than a gender identity approach to the formation of gender role attitudes.