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Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan.

Japanese society is experiencing an aging population and declining birth rate along with the popularization of higher education, spread of economic globalization, rapid progress in technical innovation, changes in employment conditions, and emergence of a knowledge-based society. Against this background, interest in career education at Japanese universities has increased in recent years. This paper describes how the government has implemented career education policies in Japan, and introduces the cases of two universities that have successfully linked career education to university education in Japan.

"In what ways does access to undergraduate education have a transformative impact on people and societies? What conditions are required for this impact to occur? What are the pathways from an undergraduate education to the public good, including inclusive economic development? These questions have particular resonance in the South African higher education context, which is attempting to tackle the challenges of widening access and improving completion rates in in a system in which the segregations of the apartheid years are still apparent. Higher education is recognised in core legislation as having a distinctive and crucial role in building post-apartheid society. Undergraduate education is seen as central to addressing skills shortages in South Africa and is also seen to yield significant social returns, including a consistent positive impact on societal institutions and the development of a range of capabilities that have public, as well as private, benefits. However, the precise extent and nature of these impacts remain unclear, particularly in light of contemporary global, social and economic challenges. This book offers comprehensive contemporary evidence that allows for a fresh engagement with these pressing issues."

The co-ordination of higher education.--A new college degree.--The young man's future.--Trade schools and labor unions.--The business man's reading.--The American invasion of Europe.--The industrial future.--Old-age pensions for workingmen.--America's foreign commerce.--The ultimate dependence of New England upon foreign trade.--Political problems of Europe as they interest Americans.--The currency.--Banking developments.--The lessons of our war loan.--The Treasury. ; Mode of access: Internet.

n this important intervention, change-agent Marianne E. Krasny challenges the knowledge-attitudes-behavior pathway that underpins much of environmental education practice; i.e., the assumption that environmental knowledge and attitudes lead to environmental behaviors. Krasny shows that certain types of knowledge are more likely than others to influence behaviors, and that generally it is more effective to work with existing attitudes than to try to change them. The chapters expand the purview of potential outcomes of environmental education beyond knowledge and attitudes to include nature connectedness, sense of place, efficacy, identity, norms, social capital, youth assets, and individual wellbeing. Advancing Environmental Education Practice also shows how, by constructing theories of change for their environmental education programs, environmental educators can target specific intermediate outcomes likely to lead to environmental behaviors and collective action, and plan activities to achieve those intermediate outcomes. In some cases, directly engaging program participants in the desired behavior or collective action can lead to changes in efficacy, sense of place, and other intermediate outcomes, which in turn foster future environmental actions. Finally, Advancing Environmental Education Practice shares twenty-four surveys that assess changes in environmental behaviors and intermediate outcomes, and provides guidelines for qualitative evaluations. Thanks to generous funding from the Cornell Department of Natural Resources, the ebook editions of this book are available as Open Access volumes from Cornell Open (cornellpress.cornell.edu/cornell-open) and other Open Access repositories.

Is the intergenerational educational link due to nature or nurture? In order to answer this dilemma, this paper identifies the effect of parental education on their offspring?s schooling attainment using a discontinuity in the parental educational attainment. The discontinuity stems from changes in the minimum school leaving age legislation which took place in the Seventies in Britain. This strategy identifies the effect of parental schooling only for parents with a lower taste for education and may not reflect the general social returns of parental education. However, since policies are more likely to target children at risk of not maximising their educational potential, the estimates are of interest. Contrary to recent evidence, we find a positive effect of both parents education on their children?s schooling achievements when focusing on natural parents only. Step parents have no or a negative impact on children?s education. In most cases, the endogeneity of parental education is rejected. These estimates suggest substantial social returns to education for same-sex parent. The estimates are robust to the introduction of additional controls for income, labour force participation, fertility and neighbourhood quality, indicating that the effect of parental education is direct.

"Education exists within a complex and changing world and many learners face a variety of risk factors-conditions, circumstances, situations, or events-that threaten to negatively impact upon their development and achievement. These factors include disability, race, gender, poverty, violence, and natural disasters. It is adversities such as these that this book addresses - what they are, how they impact on learners and how to successfully address them. Uniquely, Overcoming Adversity in Education takes an international approach, with structured chapters by experts from around the world, to inform successful local practices. The book explains why understanding adversity in education is so important, and explores through practical cases studies, ways in which individuals, institutions, cultures/societies, can help create positive outcomes for learners. The reader will find, and be able to draw upon, exemplars of practice that illustrate the principles of creating and implementing successful proactive approaches, interventions, and coping strategies"--

College education is not only an investment; for many people it also generates consumption benefits. If these benefits are normal goods, then the rich attend college at higher rates than the poor. Furthermore, the marginal poor student is smarter than the marginal rich student. Colleges aiming to attract smart students may therefore charge lower tuition to poorer students, even when the colleges lack market power. Moreover, when the social return to education exceeds the private return, allocative efficiency requires government grants to students to be means-tested.