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This stimulating volume assembles leading scholars to address issues in children's cognitive, academic, and social development through the lens of evolutionary psychology.Debates and controversies in the field highlight the potential value of this understanding, from basic early learning skills through emerging social relationships in adolescence, with implications for academic outcomes, curriculum development, and education policy.Children's evolved tendency toward play and exploration fuels an extended discussion on child- versus adult-directed learning, evolutionary bases are examined for young learners' moral development, and contemporary theories of learning and memory are viewed from an evolutionary perspective.Along the way, contributors' recommendations illustrate real-world uses of evolution-based learning interventions during key developmental years. Among the topics covered: The adaptive value of cognitive immaturity: applications of evolutionary developmental psychology to early education Guided play: a solution to the play versus learning dichotomy Adolescent bullying in schools: an evolutionary perspective Fairness: what it isn't, what it is, and what it might be for Adapting evolution education to a warming climate of teaching and learning The effects of an evolution-informed school environment on student performance and wellbeing Evolutionary Perspectives on Child Development and Education will interest researchers and graduate students working in diverse areas such as evolutionary psychology, cultural anthropology, human ecology, developmental psychology, and educational psychology. Researchers in applied developmental science and early education will also find it useful

Madrasah education has become a major concern for Singapore government due to the characteristic of Singapore as a secular, modern and pluralist state, coupled with the government's deep-seated anxiety whether the Islamic school graduates can contribute to national economy and integrate into national cohesion. This article aims at exploring the challenges and reform of madrasah education within the secular, modern and multicultural state. Collecting data from official documents and websites, literature review, and interviews, this study is qualitative in which some data and relevant literatures have been presented and analyzed. It finds that madrasah education has constantly been perceived in a negative nuance due to its ineffective contribution to the knowledge-based economy. The orthodox and conservative education system in the Islamic institution of education is also viewed to hinder Singapore's racial and religious cohesion. These then force Muslims to reform the Muslim school by changing orientation, revamping the system, improving quality, instilling national cohesion and fundraising. This study implies that reformation in Islamic education would be successful by innovatively negotiating the pressures that national politics and rule present and appealing to the identity and aspiration of local society.

UNESCO and many other international organisations have emphasised the role of inclusive education towards providing equal opportunity for the thriving of both abled and disabled children. This study investigates the challenges and opportunities of inclusive education in Nigeria. The study adopts critical disability theory as its theoretical framework, with the social model of disability forming the framework's foundation. Teachers across 40 mainstream primary schools in Abeokuta, Ogun State, duly filled and submitted one hundred forty-seven questionnaires. At the same time, 18 parents of children with disabilities were also invited for interview. The study revealed that inclusive education in Nigeria is still in its early stages and is faced with several challenges, including a lack of understanding and awareness, inadequate resources and infrastructure, and a shortage of qualified teachers. Despite the challenges, there are several opportunities for developing inclusive education in Nigeria. The Nigerian Government has committed to promoting inclusive education by adopting policies that would favour inclusive education.

Education 2005 is a report prepared for the Subcommittee on Select Education of the Committee on Education and Labor in the U.S. House of Representatives. This article reproduces verbatim the foreword to that report, written by the subcommittee's chairman Major R. Owens (D—New York).

Introduction: Help at birth is one of the historically oldest volunteers supports that a woman has offered to another woman. One of the reasons for high maternal and infant mortality was identified as a lack of basic medical knowledge among the woman who helped during birth and this required immediate action to secure the survival of nations. When the Church and government made demands for education and professional license, the voluntary help at birth transformed into an educated and paid profession for women. The study aimed to describe the evolution of women's education and the midwifery profession in Nordic countries from the 1600s until today.
Methods: Historical and contemporary documents, research and grey literature, are drawn together to provide a historical description of the midwifery professional development and education in Nordic countries.
Results: In the Nordic countries, governments from the 1600s had significant problems with high maternal and infant mortality. Most vulnerable were unmarried women and their children. To change the trend, northern countries had been inspired by France, Holland, England, and Germany, which had introduced education and a professional license for midwives. The targeted and systematic investment in midwifery education, followed by industrialization and welfare development in Nordic countries, has resulted in one of the highest survival rates for mothers and infants in the world today. In parallel with this, it has created the first female paid profession in history. Today, midwifery education is at the university level in all Nordic countries, and the certified midwife is responsible for pre- and post-natal care and normal birth. In Sweden, Norway, and Iceland, the midwife's responsibility also includes contraception counseling and prescription of drugs for birth control purposes.
Conclusions: The education and professional licenses have contributed to a progressively improved care of birth women and infants. The professional and licensed midwife is positioned in society as an essential player in the current development of pre- and post-natal care. Furthermore, the graduated and licensed midwife positioned herself as the first paid professional female profession in modern history.

This paper tackles the difficult and often not openly discussed This paper tackles the difficult and often not openly discussed topic of access and equity in higher education for people with mental health difficulties. Recent legislative and policy developments in mental health, disability, anti-discrimination and education mean that all students who disclose a mental health condition can expect fair and equitable treatment. However the findings of an exploratory study at an Australian university reveal that just under two thirds of the 54 students who reported mental health difficulties did not disclose this to staff due to fears of discrimination at university and in future employment. Students who did disclose felt supported when staff displayed a respectful attitude and provided appropriate advice and useful strategies for them to remain engaged in university studies when experiencing mental health difficulties.

Education plays vital role in the socio-economic development of India. India since the early days of independence has always focused on improving the literacy rate in our country. Even today the government runs many programs to promote Primary and Higher Education in India. It is a generally accepted conviction that development requires an ever increasing level of education in the population. According to report of "Intergenerational and Regional Differentials in Higher Education in India" (2014), access to education beyond higher secondary schooling is a mere 10% among the university-age population in India. The report says that a huge disparity exists — as far as access to higher education is concerned — across gender and socio-economic religious groups. The skew is most marked across regions. A dalit in south India, though from the most disadvantaged among communities, would have better access to higher education than even upper caste Hindus in many other regions. The report says that, South India offers the best opportunities for socially inclusive access to higher education including technical education. For instance, the share of SC/ST in technical education in south India is about 22%. But, according to pilot study conducted by researcher, the ground reality was different; the admission of SC&STs to PG engineering programme tells a disappointing story. Many private engineering colleges increased their tuition fees to offset the losses of capitation fees. They are able to ensure that meritorious students without money would never get admission. The tuition fee is fixed arbitrarily to cater to only rich or super rich students. In the backdrop of this result, the researcher felt it is necessary to undertake an in-depth study to examine the access and equity of SC &STs to PG engineering course in the state of Karnataka. The researcher has made an attempt to examine the access and equity of SC &STs to PG engineering course in the state of Karnataka. The paper is primarily concerned with access and equity in PG engineering course by social groups—caste and by gender. This paper is trying to give a thoughtful view to those concerned with inclusive higher education. It provides suggestions for the inclusion of SC &ST students in the Higher education system.

"This topical book explores the Ally perspective in advocating for Lesbian, Gay, Bi-sexual, Transgender, Queer and Inter-sex (LGBTQI+) human rights across American, Canadian, and Australian educational contexts. This book aims to clarify the terms and dynamics of mobilizing heterosexual and cisgender privilege in the interests of promoting safe, welcoming and inclusive educational communities for all stake holders, particularly those students who self- identify as LGBTQI+. By highlighting concrete examples of Allies engaged in participatory collaborative research, and by investigating the historical and theoretical dimensions of Ally work more generally, this volume presents a comprehensive research account of Allies' role in education, advocacy and activism. This text will benefit researchers, academics, and educators in higher education with an interest in gender and sexuality, the sociology of education, and schools and schooling more broadly. Those specifically interested in gender studies, as well as the politics of higher education, will also benefit from this book. Wendy M. Cumming-Potvin is Associate Professor in the College of Science, Health, Engineering, and Education at Murdoch University, Australia"--

"What should be the relationship between early childhood and compulsory education? What can they learn from one another and by working together? The rapid expansion of early childhood education and care means that most children in affluent countries now have several years at pre-school before compulsory education. This raises an important question about the relationship between the two. Whilst it's widely assumed that the former should prepare children for the latter, there are alternatives. This book contests the 'readying for school' relationship as neither self-evident nor unproblematic; and explores some alternative relationships, including a strong and equal partnership and the vision of a meeting place. In this ground-breaking book, Professor Peter Moss discusses the issue with leading early childhood figures - from Belgium, France, Italy, New Zealand, Norway, Sweden and the United States - who bring very different perspectives to this contentious relationship. The book starts with an extended essay by Peter Moss, to which the other contributors are invited to respond critically, as well as offering their own thinking about the relationship between early childhood and compulsory education, both their current understandings and suggestions on future directions. Students, researchers and academics in the field of early childhood education will find this an insightful and timely text. But so too will their peers in compulsory education, since the book time and again raises searching questions about pedagogical purpose and practice in this sector"--