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Botswana has achieved a lot in education development since the country's independence in 1966. Public education funding and access increased significantly, literacy rates rose, more schools were constructed and student enrolment rates increased at both primary and secondary schools. However, this paper argues that Botswana's education system has been declining over the past 10 years, but that is concealed by the use of political spectacle. The data collected from secondary sources were used and subjected to content analysis. The findings show high public education expenditure and access in Botswana, but high failure rates; success narratives and pronouncements without commitment to educational effectiveness and efficiency; massive construction of public schools, but poor teaching–learning conditions; and trivialization of meaningful education reforms. This paper concludes by recommending the introduction of learner-friendly methods of assessment, improving teacher–government relations, the inclusion of stakeholders in education decision-making and the implementation of cost–benefit and cost-effectiveness measures in Botswana's education. [ABSTRACT FROM AUTHOR]

Foundational studies of political behavior find that university education facilitates the development of political attitudes and shapes socialization outcomes. But in unconsolidated democracies where identity is politically salient and ethnic political parties dominate, education may play a different role in shaping mass politics. In this paper, we develop a framework for understanding the consequences of political party intervention in annual university elections, a common feature of university life in the Middle East and the Global South. We draw on pre- and post-election surveys at the American University of Beirut in Lebanon to argue that ethnic political parties rely on partisan students to act as "party agents" who mobilize unaffiliated students through intensive peer-to-peer contact. Using a conjoint experiment embedded in both survey waves, we show that the university elections increase support in hypothetical national elections for in-group political elites and, to a lesser extent, ethnic political parties. By locating the university as an understudied site of competitive and contentious politics, our findings contribute new insights regarding the role of education in shaping political attitudes. We show that the persistence of ethnic political power can be attributed in part to party activity in less obviously political arenas that have not been systematically studied. [ABSTRACT FROM AUTHOR]

Laboratory experiments offer one way to introduce more realism in education and play a key role for the acquisition of practical skills, especially in engineering. This paper addresses the development of an equipment to teach fundamentals of industrial process control engineering mainly for undergraduate courses at the University of Extremadura. The laboratory consists of the DELTALAB–COSIMI wastewater treatment plant SP244, which is controlled by a CompactRIO-9014 high-performance real-time embedded controller, a kind of programmable logic controller of National Instruments. Learning objectives and a summary of students activities carried out in the laboratory lessons are given to illustrate the possibilities of use of this equipment for teaching of industrial process control. [ABSTRACT FROM AUTHOR]

This paper analyses how regulations on hair are constructed and justified in the uniform policies of Queensland high schools. Covering Government, Catholic, and Protestant schools, this paper explores how uniform policy across these sectors deploys the rhetoric of community values and appropriate representation, promoting the idea that uniformity is unity. Drawing on an analysis of 50 uniform policies from Queensland schools, I explore how hair is regulated by such policies and what justifications are provided for this regulation. In doing so, I examine the idea of an imagined, idealised student body and how these regulations impact students’ ability to negotiate with gendered, classed, and racialised constructions of community. [ABSTRACT FROM AUTHOR]

The adjoint method is a powerful tool in high-fidelity aerodynamic shape optimization, providing an efficient means to compute derivatives of a target function with respect to various design variables. This paper delves into the discrete adjoint method. It offers a theoretical exploration of its implementation as an innovative tool for calculating partial derivatives (sensitivities) related to objective functions and design variables, specifically applied to a subsonic NACA0012 airfoil. The study conducts a qualitative evaluation using a designated test case, considering specified Mach number and Reynolds number values of 0.297 and 6,667 million, respectively. The Spalart-Allmaras turbulence model is employed to enhance computational cost efficiency. The results affirm the efficacy of the introduced tool, DAFoam, showcasing its ability to generate optimal geometries. The achieved performance optimization is evidenced by minimizing the drag coefficient value (CD) to an impressive 0.0131. While this research does not delve into the post-processing of sensitivity calculations, it acknowledges the potential for future investigations. The primary objective and novelty of this study is to provide the elementary background of the state of the art test case (NACA0012) within the subsonic regime, introducing the pioneer discrete adjoint aerodynamic optimization methodology (DAFoam) with the potential to explore its higher order capabilities in other aerodynamic related studies. Furthermore, it caters the educational needs of both graduate students and engineers in this exciting field. By presenting this cutting-edge methodology, it contributes to future advancements for the aerodynamicists in terms of optimal solutions. [ABSTRACT FROM AUTHOR]

Social investment (SI) policies have been implemented by governments of affluent countries in hopes of safeguarding against new social risks and mitigating social exclusion by encouraging employment and making it easier for parents to balance work and family. Governments hope that human capital investment (education and job training) will better prepare workers for jobs, promote their employment and social inclusion, and reduce poverty. This article investigates whether SI policies contribute to lower poverty and inequality by analyzing data from 18 Organization for Economic Cooperation and Development countries between 1980 and 2013. The analysis finds, first, that SI policies (education and active labor market policy (ALMP)) alone may be less effective in generating lower poverty and inequality without redistribution, but when accompanied and supported by redistribution, SI policies are more effective in creating lower poverty and inequality. I propose the explanation that SI policies create lower-income poverty and inequality by creating individuals and households that can be salvaged and lifted out of poverty with redistribution, because SI policies help improve their skills and knowledge and employability, although they may be not quite able to escape poverty or low income without redistribution. As partial evidence, I present the result that education is associated with a lower poverty gap in market income. The analysis also finds that education and ALMP produce lower poverty and/or inequality in interaction with social market economies that redistribute more, and that augments the equalizing effects of education and ALMP. The results, thus, suggest the complementary roles of SI policies and redistribution. [ABSTRACT FROM AUTHOR]

As a widely used technique for discovering developmental trajectory of a specific field of science and technology, main path analysis armed with global search strategy prefers longer citation paths rather than shorter ones. An obvious feature of longer main paths is that the theme of documents may not be so coherent, though longer paths may provide more details on the development of a field than shorter ones. Thereupon, a new measure, named as intermediacy, was proposed in the literature for recognising important scientific publications. However, the intermediacy is only applicable to the citation network with one single target node and one single source node. For purpose of loosening this limitation of the intermediacy and benefitting from main path analysis and intermediacy, this work raises an alternative approach for discovering developmental trajectory by combining node importance and edge importance via edge and node integrated modes. Extensive experimental results on the weak signals and education fields indicate that similar trajectories can be obtained through these two integrated modes, and richer implications can be encoded in our discovered trajectories than those from main path analysis and intermediacy. In addition, our framework is able to scale very well to a large citation network. [ABSTRACT FROM AUTHOR]

The study examines changes in earnings of the workers over 1 year. The results show differential impact of coronavirus disease 2019 (COVID-19) on income of the workers. The findings suggest that workers, whose occupations were restricted in the initial phase of lockdown, continue to do worse even after lifting the restrictions. Females, casual workers and the less educated are among the worst affected by the economic shock. They continue to lag behind with no sign of catching up with other groups. The study asks for short- and long-term policy measures to address the issue. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has affected elementary education adversely and exacerbated the pre-existing challenges. In such a situation, community support has become crucial and it can be ensured through School Education Committee (SEC). An empirical qualitative study was conducted to understand the notion of community in such a situation. Thematic analysis, triangulation, and purposive sampling were used. The study revealed that the community is willing to support but the education system has failed substantially to materialize it. We advocate for immediate interventions to reduce friction in the process of community participation in elementary education. [ABSTRACT FROM AUTHOR]

Background: Several studies have revealed widening of inequalities in life expectancy, but little is known about the recent changes in health expectancy nationally and between socioeconomic groups. This study examines dynamics of national and education-specific life expectancy and health expectancies at age 50 years in Denmark from 2004/2007 to 2015. Methods: Nationwide register data on education and mortality were linked and combined with Danish health data from the Survey of Health, Ageing and Retirement in Europe and changes in life expectancy and three health expectancy indicators were estimated by Sullivan's method. Results: From 2004 to 2015, national life expectancy at age 50 years increased by 2.4 years for men and 2.1 years for women. Simultaneously, after an initial rapid improvement from 2004 to 2007, the pace of progress in health expectancy decreased. From 2007 to 2015, the difference in life expectancy at age 50 years between men with long and short education increased from 4.3 to 5.0 years. For women, the corresponding increase in the life expectancy gap was less pronounced from 3.5 to 3.8 years. The educational gap in lifetime without long-term illness decreased from 4.6 years to 3.1 years for men and from 6.1 years to 4.6 years for women. On the contrary, the educational gap increased for lifetime without activity limitations and in self-rated good health. Conclusions: Previously observed improvements in health expectancy in Denmark slowed down despite continuing progress in life expectancy. This worrying change coincides with persistent educational inequalities in life expectancy and health expectancy and is a challenge to a sustainable social and health development in the future. [ABSTRACT FROM AUTHOR]

Commentators have predicted that Australian male primary school teachers will be extinct within 50 years. Drawing upon sociological ideas about the emergence of 'caring masculinities', this article qualitatively examines popular Australian understandings about male primary school teachers, their importance, why they are declining and whether, and how, this gender imbalance can be addressed. The study analyses data from 541 comments posted in response to nine online media pieces on male primary school teachers in Australia. The article shows that commenters believe men teaching young children experience stigmatised masculine identities but misplace the cause of this as the result of women and anti-feminist 'anti-male bias' rather than the constraining impact of hegemonic masculinity. The article suggests that until more caring and progressive forms of masculinity are culturally and economically valued in Australia we will see little change in the numbers of men entering primary school teaching. [ABSTRACT FROM AUTHOR]

This article explores why women miss out in the transition from the educational system to the labour market. Using nationally representative longitudinal data (2001–18) from the Household Income and Labour Dynamics in Australia (HILDA) survey, we compare how long after graduation it takes men and women with tertiary qualifications (n = 2030) to achieve key labour market milestones: (1) getting a full-time job; (2) getting a permanent contract; (3) earning an average wage; (4) finding a job that matches their skill level. We find significant gender differences in reaching these milestones, confirming that time is a critical dimension for understanding gendered inequalities in the returns to education. We attribute findings to incompatible 'timescapes' across the institutions of education, family and employment. The more flexible timescape of education allows women to succeed, but the inflexible timescape of employment (particularly when combined with family responsibilities) impedes them from turning educational achievement into labour market progress. [ABSTRACT FROM AUTHOR]

In Australia, there is a dearth of research applying the theoretical lens of critical race theory to explore Muslim university students' experiences in higher degree education institutions. The prevailing approach has been to focus on institutional barriers and policies. This article deviates from such studies by framing the analysis in terms of a comparison between Muslim and non-Muslim white students in higher degree education institutions in New South Wales (NSW) Australia in order to operationalize whiteness in Australia's settler colonial society as a central category of analysis. The article seeks to explore how Muslim and non-Muslim students experience and respond to the university as a white institution, considering how Muslim students engage in both adaptive and maladaptive coping strategies in response to the university as a white institution, and how white, non-Muslim students experience the normativity, invisibility and hegemony of whiteness in the university. [ABSTRACT FROM AUTHOR]

Educational aspirations are of interest to scholars in several disciplines. They can affect multiple aspects of educational success and have been shown to differ between major social groups. Explanations for educational aspirations typically link to two main models of aspiration formation: the Wisconsin model (WM) and rational choice theory (RCT). Whereas the WM highlights significant others' educational norms, RCT cites cost-benefit calculations to explain how aspirations are formed. As it is still unclear how the two approaches interrelate, we apply a third model, namely the model of frame selection (MFS), which allows the integration of both WM and RCT arguments. In short, it suggests that the importance of others' educational norms moderates the relevance of own cost-benefit calculations. We assume that considering this interrelation is fruitful when explaining aspirations in general, and specifically when explaining immigrant students' aspirations, who often perceive high educational obligations by their parents. Using data from the German National Educational Panel Study (NEPS), we test prognoses derived from the three theoretical models for their relevance when explaining the aspirations of Turkish and German students. Results indicate that the processes suggested by both WM and RCT shape aspirations. Consistent with the MFS, these processes also interrelate in that parents' educational norms reduce the relevance of students' own cost-benefit calculations. This interrelation does not only apply to Turkish students but holds for all students in the sample. [ABSTRACT FROM AUTHOR]

Gender discrimination is more frequent among the ethnic minorities in the domain of education. This study among the Muslims in India shows that the Muslims always lag behind the Hindus in literacy rate and there is widening gap between literacy rates of men and women. With particular reference to a bi-ethnic village, it further reveals that discrimination generates from the socio-economic context of a particular community and that the Muslim women are experiencing discrimination in education due to their parents' poor economic condition, lack of awareness, conservativeness, feeling of social insecurity of their girls, and their early marriage. [ABSTRACT FROM AUTHOR]

The article presents the discussion on keynote speech by the then Secretary of Health, Education and Welfare. Topics include range of social movements arrayed in opposition to colonialism, poverty, and racism mobilized during the Democratic Convention in Chicago to protest; and taking the initiative by planning workshops and social actions to unsettle the discipline's establishment sociology.