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This paper studies the impact of education on domestic terrorism in Asian countries from 1970 to 2018. A control function approach is utilized to address the endogeneity of education on terrorism. Generally speaking, results show that education promotes domestic terrorism in Asia. Negative binomial regressions with and without control function are run for other parts of world to examine whether the patterns in Asia hold worldwide. Other important determinants of domestic terrorism in Asia include regime type, ethnic fractionalization, linguistic fractionalization, religious fractionalization, GDP per capita, and trade openness. This paper contributes to the literature by 1) applying a control function approach to control for possible endogeneity of education on terrorism, 2) analyzing exclusively Asia, a region where terrorism has been increasing rapidly over the last decade, (3) and focusing on domestic terrorism. [ABSTRACT FROM AUTHOR]

Scholars have noted the need for both empirical and theoretical research on the unique configurations of race and racism within Asia. This paper explores the racialized landscape encountered by Malay youth during their education and employment in the city-state of Singapore. We highlight the three unique building blocks which comprise the country's racial landscape, namely (i) race is used as a naming device by the state; (ii) economic and social inequality along the lines of race exist alongside discourses of meritocracy and (iii) discussions of race which can be perceived as offensive are violations of local laws. Based on focus groups conducted with Malay youth on their experiences and memories of their education and employment, we highlight their perspectives on racial stratification. We explore Singapore's racial landscape within which Malay youth are excluded from networks, silenced through discourses of harmonious multiculturalism, and excluded from Chinese-language-based corporate cultures which are predominant. Our findings suggest that challenging racial inequality in multicultural cities requires the dismantling of systemic systems of stratification. Our analysis contributes to understanding the unique configurations of race and racism in Asia and amongst Asians. [ABSTRACT FROM AUTHOR]

Historical research on the race between education and technology has focused on the West but barely touched upon 'the rest'. A new occupational wage database for 50 African and Asian economies allows us to compare long‐run patterns in skill premiums across the colonial and post‐colonial eras (c. 1870–2010). Our data reveal three major patterns. First, skilled labour was considerably more expensive in colonial Africa and Asia than in pre‐industrial Europe. Second, skill premiums were distinctly higher in Africa than in Asia. Third, in both regions, skill premiums fell dramatically over the course of the twentieth century, ultimately converging to levels long observed in the West. Our paper takes a first step to explain both the origins of the Africa–Asia gap and the drivers of global skill premium convergence, paying special attention to the colonial context that shaped demand, supply, and labour market institutions. [ABSTRACT FROM AUTHOR]

In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-state sentiments. This paper examines how populist leaders and parties in Asia have been able to use the institutions of the state, including education, to exercise and perpetuate their power. Focusing on the examples of India, the Philippines and Singapore, the paper shows how in each of these cases, populist politics consists in attempts to reconfigure the nature of the state and its relationship to civil society, often seeking to obliterate the distinction. A great deal of effort is put in to transform the institutions of the state, including education, making it possible for them to translate populist sentiments into governmental practice. This explains how, when in government, populists are often able to extend their appeal and influence. [ABSTRACT FROM AUTHOR]

The purpose of this study is to propose the significance of education for disaster prevention collaborated with Asia countries. The challenge lies in maintaining a high level of motivation for disaster prevention topics among students from elementary to high school, especially in classes of social studies and the same or equivalent subjects, geography and history. The proposal for disaster reduction education in this paper is as follows. The disaster prevention education for elementary to high school should always be devised according to the characteristics of each school type so that students can view the topic as their "personal matter." One of such attempts would be introducing the topic of real-time disasters that occur in the world, especially in Asia, to integrate into the class contents, along with the information regarding disaster prevention measures implemented in these countries, to enhance students' awareness of disasters and disaster prevention. [ABSTRACT FROM AUTHOR]

Secularization, expansion of higher education, and urbanization have led to disenchantment with politics and the erosion of political trust in many societies. Religion may continue to be salient, however, how these forces interact with enduring religious influences to shape political trust is unclear. This paper examines the issue using Asian Barometer Survey (2001–2016) data with hierarchical age–period–cohort (HAPC) models. Our results show supportive evidence for the following findings: in East and Southeast Asia, urbanization is associated with less political trust for most religions except Islam; education is associated with less political trust; education's effect is the most salient for the atheists and Buddhists, but it disappears among the Muslims. The findings suggest the power of modernization and secularization significantly differs across cultures and religions. We should not simply perceive religion as a universally conservative force; instead, we need to understand religions through an integrated macro‐micro perspective by situating it in the social contexts. [ABSTRACT FROM AUTHOR]

This study focused on the trilemma association of education, income and poverty alleviation: managerial implications for inclusive economic growth in developing countries in Asia to establish the proportion of the poor in the population and further identify its determinants. This research utilized secondary data from 1990 to 2016 by using econometric estimation. The results show that education decreases poverty when evaluated through the poverty gap and poverty headcount ratio and employment and increasing rate of economic development in the form of GDP to reducing poverty. GDP the Gini coefficient show the same signs while the magnitudes of the coefficients. Consequently, improvement in an independent variable will decrease poverty while the results have various levels of contributions through static and dynamic panel data methods, that education can reduce poverty. Results indicate that the level of poverty stood at 62.2%. The level of education, poverty headcount ratio, poverty gap and secondary school enrolment were significant in determining a household's poverty status. However, land ownership and household head's occupation were not statistically significant in explaining the probability of a household's poverty status. From the results, this study recommends that all stakeholders work towards reducing poverty in the study to enhance education and family planning. [ABSTRACT FROM AUTHOR]

Introduction: The World Health Organization identified health to be the most important social goal and the 1978 Declaration of Alma Ata placed primary health care central to its attainment and the UN Sustainable Development Goals (SDGs) as the template. The Astana Declaration called on a change of focus in primary care, from treatment of specific diseases to the prevention and inclusion of both scientific and traditional knowledge. Such objectives require public–private partnerships in providing health care, including traditional and complementary medicine systems such as naturopathy that align. However, there is limited understanding of global regulatory frameworks and officially recognized training for naturopathy. Materials and Methods: This descriptive study employs an adapted mixed-methods explanatory framework to examine naturopathy regulation and education. Analysis merges data arising from a descriptive policy analysis of regulation from 36 countries and survey analysis from 65 naturopathic organizations from 29 countries. Results: Four types of workforce regulation were identified within 107 countries where naturopathy was practiced—statutory registration or occupational licensing, coregulation, negative licensing, and voluntary certification. No form of naturopathic regulation was most common. Higher graduate/postgraduate education and access to a broader range of practices were more frequently reported in countries where naturopathy is statutory regulated. Government audits were more frequently reported where naturopathy was statutory regulated or coregulated. Discussion: Naturopathic philosophy and practice align with primary health care goals outlined in the Declaration of Astana. The naturopathic workforce represents an untapped health care resource with a demonstrated track record of translating these aspirational goals into practice. However, naturopathy remains inconsistently regulated globally, serving as a significant barrier to partnering with other health system actors to attain the health-related SDGs. Workforce regulation for the naturopathic profession offers increased standards, reduced risks, integrative health workforce planning, and assistance to countries toward achieving the promise of the Declaration of Astana. [ABSTRACT FROM AUTHOR]

Background: This systematic review and meta-analysis identified early evidence quantifying the disruption to the education of health workers by the COVID-19 pandemic, ensuing policy responses and their outcomes. Methods: Following a pre-registered protocol and PRISMA/AMSTAR-2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random-effects meta-analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end-year. We assessed risk of bias (Newcastle–Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE. Results: Of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1% (95% confidence interval 67.9–74.2) and learner redeployment at 29.2% (25.3–33.2). About one in three learners screened positive for anxiety (32.3%, 28.5–36.2), depression (32.0%, 27.9–36.2), burnout (38.8%, 33.4–44.3) or insomnia (30.9%, 20.8–41.9). Policy responses included shifting to online learning, innovations in assessment, COVID-19-specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two-thirds of learners (75.9%, 74.2–77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8%, 66.7–76.7). Learners preferred an in-person component: blended learning 56.0% (51.2–60.7), face-to-face 48.8% (45.4–52.1), and online-only 32.0% (29.3–34.8). They supported continuation of the virtual format as part of a blended system (68.1%, 64.6–71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence. Conclusion: The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future. [ABSTRACT FROM AUTHOR]

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• We investigate the effect of human capital formation on authoritarian survival. • Government expenditure of education reduces the probability of regime breakdown in dictatorships. • In non-democratic East Asian countries, citizens with more formal education perceived greater social mobility than less educated citizens. • Citizens perceiving higher social mobility are less likely to demand political freedom. This paper examines the logic of human capital formation in authoritarian regimes based on theories of inequality and regime transition and the prospect of upward mobility model. Our central argument is that by investing in human capital, dictators can boost citizens' perceived levels of social mobility. Consequently, dictators can preemptively ameliorate the pressure for redistribution from the poor and neutralize threats from the masses. In other words, dictators invest in human capital as a way of increasing citizens' perceived social mobility and thus sustaining political stability in their authoritarian regimes. Our cross-national analysis covers more than 80 authoritarian regimes from 1970 to 2010 and shows that higher levels of education spending are associated with a lower probability of regime breakdown in autocracies. We further use a causal mediation analysis with the Asian Barometer Survey data and connect our causal link from human capital formation to perceived social mobility and then to authoritarian regime support. [ABSTRACT FROM AUTHOR]