Academic literature on the topic 'National Task Force on Economic Education. Economic education in the schools'

Background: India is undergoing a rapid epidemiological transition with increased urbanization and socio-economic development which has resulted in a dramatic change in lifestyle, consisting of physical inactivity, diet rich in fat, sugar and salt coupled with a high level of mental stress. Obesity is one of the most common diseases worldwide and the prevalence in school aged children appears to be increasing. Thus, the present study was planned to establish an association between body mass index (BMI) with hypertension among 10-16 years children.Methods: Present longitudinal study was conducted on 350 children in private schools of District Kanpur and children 12-16yrs of age have included in the study. BMI for age charts was used to assess the obesity and blood pressure was measured by sphygmomanometer and Blood pressure values were compared to the values given by the update of 1987 task force report of the National high blood pressure Education Programme Co-ordinating Committee and children who were found prehypertensive or hypertensive were followed up after 4 weeks duration.Results: In present study the prevalence of overweight and obesity was found 4%,2% respectively. Prevalence of Pre-hypertension and hypertension was found 1.14%, 2.57% respectively and pre-hypertension and hypertension were found more in overweight and obese participants.Conclusions: Prevalence of pre-hypertension and hypertension is more among overweight and obese children. Overweight and obesity are not only risk factor for hypertension but also other diseases, so health education should regularly give about the obesity and its deleterious effects in later part of life.

Relevance of the research topic. The structural transformations of the national economy, competition intensification, and unfavourable demographic changes lead to dramatic changes in the labor market, which is characterized by a mismatch between the demand and the supply of labour and vocational qualification and educational levels as well as types of economic activity. The consequences of the full-scale military aggression of the russian federation in Ukraine weakens the potential of the labor market. Firstly, there are barriers to the free movement of production factors, including workforce. Secondly, there are losses of production facilities and infrastructure. Thirdly, as a result of forced migration, there are negative trends in employment and income. Furthermore, the structure of the labor market has changed significantly: there is an imbalance between labor supply and demand, and regional disparities in the concentration of labor resources deepens. Formulation of the problem. The stabilization of the national labor market, growth in employment, redistribution of the workforce for the post-war recovery of Ukraine's economy require the development of effective labor market management mechanisms in the context of training specialists, formation of special skills, the development of professional education system to minimize educational-professional and regional imbalances. Analysis of recent research and publications. The trends in demand and supply on the labor market, the influence of various factors on its structure are investigated by domestic (V. Antoniuk, V. Brych, V. Heiets, A. Hrishnova, L. Ilich, A. Kolot, M. Krymova, E. Libanova, A. Novikova, I. Petrova, N. Rushchyshyn, Z. Smutchak, L. Shaulska, N. Yakymova) and foreign scientists (D. Alpisbaeva, H. Andersen, G. Becker, G. Brisese, M. Kali, S. McGuinness, M. Popp, A. Robay, P. Sloan, G. Fields, R. Freeman). The results of research of educational and qualification disproportions in the labor sphere are reflected in the works of N. Azmuk, V. Twin, O. Kupets, L. Lisohor, V. Sarioglo, L. Fedunichik, who study the disproportionality of labour supply and demand in terms of the uneven distribution of workers in terms of occupations and economic activities, due to the imbalance between the available and the required levels of professional competence of employees. The development of the system of vocational and technical education as a source of formation of the labour market of vocational professions is described in the scientific developments of A. Amoshi, I. Hnibidenko, M. Dolishny, V. Kutsenko, M. Semikina, V. Shmatova and others. Selection of unexplored parts of the general problem. Despite some progress in resolving these problems, the impact of the vocational training system on the sectoral and regional disparities in the national labour market is not sufficiently investigated; as well as the risks and threats caused by the military actions in Ukraine are still not taken into account. Setting the task, the purpose of the study. The above-mentioned circumstances make it expedient to assess educational, vocational and sectoral imbalances in the labour market and identify guidelines for redressing the imbalance between labour supply and demand. Method or methodology for conducting research. In the process of research general scientific (analysis and synthesis, abstract-logical, generalization and system analysis) and special methods of studying economic phenomena and processes are used. Presentation of the main material (results of work). The paper analyses the dynamics of the labour market, indicating the steady trend towards the decrease of the number of employed population. An assessment of the structure of demand and supply in the labour market by economic activity and occupational group reveals an excess in the labour market of the economically active population, which associates itself with the following areas of the economy: agriculture, trade and vehicle repair, public administration. There is an unmet demand for workers in the manufacturing industry, transport, health, education. Among the professional groups, a large proportion of the unemployed are trade and service workers, employees and managers, and the most demanded in the labour market are skilled vocational professionals. The results of the study highlight that the current problem of the national labour market and the existing imbalance between the supply of labour and the demand for it is the mismatch between educational services of the vocational training system to the needs of the labour market, insufficient level of vocational education, imperfect state and regional order for skilled workers, lack of effective interaction between stakeholders, insufficient motivation of young people for vocational professions. Conclusion according to the article. In order to overcome the existing negative trends, it is necessary to increase vocational guidance among schoolchildren. This guidance should focus on popularization of relevant and promising professions. It should contribute to strengthening the capacity of public employment services; expand the range of services and improve their quality. Career guidance ought to strengthen the practical component of training of workers and develop the system of dual education. There should be introduction of the program “job security for young people”, initiation of the research on formation of specialties, skills and qualifications, taking into account the strategic outlook of the labour market. Social dialogue in the context of creating conditions for continuing vocational education should be created. There should be promotion of the development of small and medium-sized enterprises as well as constant content of educational programmes to meet the needs of the regional labour market and expand the competencies of skilled workers. State standards for specific occupations on a modular and competency basis should be introduced. There is a strong demand for improvement of the material and technical base of vocational schools as well as modernization of the network of educational establishments. The implementation of these directions will contribute to the formation and development of innovative human capital, restoration of the quality of the workforce, and overcoming the imbalance in the labor market. The balancing of the labor market is the main need for post-war development, and effective employment must be an integral part of post-war reconstruction social policy.

At the end of Brian Tamanaha’s instant classic, Failing Law Schools, tracing the economic forces behind exorbitant law school tuition and graduate debt and unemployment, he lays out his plan to help resolve the crisis. He would eliminate tenure, dispense with the final year of law school, rely heavily on adjuncts and apprenticeships, and loosen the ABA accreditation standards mandating “one-size-fitsall” law schools to allow the marketplace to fashion more affordable models of legal education. Some schools would remain in the traditional, three-year mode, with faculty conducting research. Others would morph into, or spring up spontaneously as, the “law school parallel . . . of vocational colleges.” Very candidly, Tamanaha explained that the “two-year law schools . . . would be dumping grounds for the middle class and the poor . . . . Few children of the rich will end up in these law schools.” He calls the plan “‘differentiated’ legal education.” Others, including Paul Campos, founder of the Inside the Law School Scam web blog and author of Don’t Go To Law School (Unless), and the ABA Task Force (“Task Force”) on the Future of Legal Education, have endorsed Tamanaha’s prescription.

Focused on the construction of innovation and entrepreneurship education ecosystem guided by “Fostering Virtue in Education,” colleges are grounding efforts in the new development stage, applying the new development philosophy, and creating a new framework of development. Under China's new era, fostering character and civic virtue is the due meaning of innovation and entrepreneurship education in higher education. Adoption of this strategic approach accelerates the transformation of economic development mode, and build an innovative country. It is also an education strategy which can improve the quality of talent training and innovation & entrepreneurship education. An important way to promote the all-round development of university students is to implement the core measures of increased employment by entrepreneurship and the full employment of graduates, which is related to the fundamental issue of “who to cultivate, how to cultivate and for whom to cultivate.” In the new era, innovation and entrepreneurship education in colleges and universities should be based on the local conditions, respond to the needs of the times, connect with the national development strategy, grasp the correct development direction, become an important force to promote the national economic development and social harmony and progress, cultivate the new force of “mass entrepreneurship and innovation” in line with the requirements of the times and the country, and realize the transformation of university functions and missions. To carry out the fundamental task of talent cultivation in universities.

Covid 19 – living the experience As I sit at my desk at home in suburban Brisbane, following the dictates on self-isolation shared with so many around the world, I am forced to contemplate the limits of human prediction. I look out on a world which few could have predicted six months ago. My thoughts at that time were all about 2020 as a metaphor for perfect vision and a plea for it to herald a new period of clarity which would arm us in resolving the whole host of false divisions that surrounded us. False, because so many appear to be generated by the use of polarised labelling strategies which sought to categorise humans by a whole range of identities, while losing the essential humanity and individuality which we all share. This was a troublesome trend and one which seemed reminiscent of the biblical tale concerning the tower of Babel, when a single unified language was what we needed to create harmony in a globalising world. However, yesterday’s concerns have, at least for the moment, been overshadowed by a more urgent and unifying concern with humanity’s health and wellbeing. For now, this concern has created a world which we would not have recognised in 2019. We rely more than ever on our various forms of electronic media to beam instant shots of the streets of London, New York, Berlin, Paris, Hong Kong etc. These centres of our worldly activity normally characterised by hustle and bustle, are now serenely peaceful and ordered. Their magnificent buildings have become foregrounded, assuming a dignity and presence that is more commonly overshadowed by the mad ceaseless scramble of humanity all around them. From there however the cameras can jump to some of the less fortunate areas of the globe. These streets are still teeming with people in close confined areas. There is little hope here of following frequent extended hand washing practices, let alone achieving the social distance prescribed to those of us in the global North. From this desk top perspective, it has been interesting to chart the mood as the crisis has unfolded. It has moved from a slightly distant sense of superiority as the news slowly unfolded about events in remote Wuhan. The explanation that the origins were from a live market, where customs unfamiliar to our hygienic pre-packaged approach to food consumption were practised, added to this sense of separateness and exoticism surrounding the source and initial development of the virus. However, this changed to a growing sense of concern as its growth and transmission slowly began to reveal the vulnerability of all cultures to its spread. At this early stage, countries who took steps to limit travel from infected areas seemed to gain some advantage. Australia, as just one example banned flights from China and required all Chinese students coming to study in Australia to self-isolate for two weeks in a third intermediate port. It was a step that had considerable economic costs associated with it. One that was vociferously resisted at the time by the university sector increasingly dependent on the revenue generated by servicing Chinese students. But it was when the epicentre moved to northern Italy, that the entire messaging around the event began to change internationally. At this time the tone became increasingly fearful, anxious and urgent as reports of overwhelmed hospitals and mass burials began to dominate the news. Consequently, governments attracted little criticism but were rather widely supported in the action of radically closing down their countries in order to limit human interaction. The debate had become one around the choice between health and economic wellbeing. The fact that the decision has been overwhelmingly for health, has been encouraging. It has not however stopped the pressure from those who believe that economic well-being is a determinant of human well-being, questioning the decisions of politicians and the advice of public health scientists that have dominated the responses to date. At this stage, the lives versus livelihoods debate has a long way still to run. Of some particular interest has been the musings of the opinion writers who have predicted that the events of these last months will change our world forever. Some of these predictions have included the idea that rather than piling into common office spaces working remotely from home and other advantageous locations will be here to stay. Schools and universities will become centres of learning more conveniently accessed on-line rather than face to face. Many shopping centres will become redundant and goods will increasingly be delivered via collection centres or couriers direct to the home. Social distancing will impact our consumption of entertainment at common venues and lifestyle events such as dining out. At the macro level, it has been predicted that globalisation in its present form will be reversed. The pandemic has led to actions being taken at national levels and movement being controlled by the strengthening and increased control of physical borders. Tourism has ground to a halt and may not resume on its current scale or in its present form as unnecessary travel, at least across borders, will become permanently reduced. Advocates of change have pointed to some of the unpredicted benefits that have been occurring. These include a drop in air pollution: increased interaction within families; more reading undertaken by younger adults; more systematic incorporation of exercise into daily life, and; a rediscovered sense of community with many initiatives paying tribute to the health and essential services workers who have been placed at the forefront of this latest struggle with nature. Of course, for all those who point to benefits in the forced lifestyle changes we have been experiencing, there are those who would tell a contrary tale. Demonstrations in the US have led the push by those who just want things to get back to normal as quickly as possible. For this group, confinement at home creates more problems. These may be a function of the proximity of modern cramped living quarters, today’s crowded city life, dysfunctional relationships, the boredom of self-entertainment or simply the anxiety that comes with an insecure livelihood and an unclear future. Personally however, I am left with two significant questions about our future stimulated by the events that have been ushered in by 2020. The first is how is it that the world has been caught so unprepared by this pandemic? The second is to what extent do we have the ability to recalibrate our current practices and view an alternative future? In considering the first, it has been enlightening to observe the extent to which politicians have turned to scientific expertise in order to determine their actions. Terms like ‘flattening the curve’, ‘community transmission rates’, have become part of our daily lexicon as the statistical modellers advance their predictions as to how the disease will spread and impact on our health systems. The fact that scientists are presented as the acceptable and credible authority and the basis for our actions reflects a growing dependency on data and modelling that has infused our society generally. This acceptance has been used to strengthen the actions on behalf of the human lives first and foremost position. For those who pursue the livelihoods argument even bigger figures are available to be thrown about. These relate to concepts such as numbers of jobless, increase in national debt, growth in domestic violence, rise in mental illness etc. However, given that they are more clearly estimates and based on less certain assumptions and variables, they do not at this stage seem to carry the impact of the data produced by public health experts. This is not surprising but perhaps not justifiable when we consider the failure of the public health lobby to adequately prepare or forewarn us of the current crisis in the first place. Statistical predictive models are built around historical data, yet their accuracy depends upon the quality of those data. Their robustness for extrapolation to new settings for example will differ as these differ in a multitude of subtle ways from the contexts in which they were initially gathered. Our often uncritical dependence upon ‘scientific’ processes has become worrying, given that as humans, even when guided by such useful tools, we still tend to repeat mistakes or ignore warnings. At such a time it is an opportunity for us to return to the reservoir of human wisdom to be found in places such as our great literature. Works such as The Plague by Albert Camus make fascinating and educative reading for us at this time. As the writer observes Everybody knows that pestilences have a way of recurring in the world, yet somehow, we find it hard to believe in ones that crash down on our heads from a blue sky. There have been as many plagues as wars in history, yet always plagues and wars take people equally by surprise. So it is that we constantly fail to study let alone learn the lessons of history. Yet 2020 mirrors 1919, as at that time the world was reeling with the impact of the Spanish ‘Flu, which infected 500 million people and killed an estimated 50 million. This was more than the 40 million casualties of the four years of the preceding Great War. There have of course been other pestilences since then and much more recently. Is our stubborn failure to learn because we fail to value history and the knowledge of our forebears? Yet we can accept with so little question the accuracy of predictions based on numbers, even with varying and unquestioned levels of validity and reliability. As to the second question, many writers have been observing some beneficial changes in our behaviour and our environment, which have emerged in association with this sudden break in our normal patterns of activity. It has given us the excuse to reevaluate some of our practices and identify some clear benefits that have been occurring. As Australian newspaper columnist Bernard Salt observes in an article titled “the end of narcissism?” I think we’ve been re-evaluating the entire contribution/reward equation since the summer bushfires and now, with the added experience of the pandemic, we can see the shallowness of the so-called glamour professions – the celebrities, the influencers. We appreciate the selflessness of volunteer firefighters, of healthcare workers and supermarket staff. From the pandemic’s earliest days, glib forays into social media by celebrities seeking attention and yet further adulation have been met with stony disapproval. Perhaps it is best that they stay offline while our real heroes do the heavy lifting. To this sad unquestioning adherence to both scientism and narcissism, we can add and stir the framing of the climate rebellion and a myriad of familiar ‘first world’ problems which have caused dissension and disharmony in our communities. Now with an external threat on which to focus our attention, there has been a short lull in the endless bickering and petty point scoring that has characterised our western liberal democracies in the last decade. As Camus observed: The one way of making people hang together is to give ‘em a spell of the plague. So, the ceaseless din of the topics that have driven us apart has miraculously paused for at least a moment. Does this then provide a unique opportunity for us together to review our habitual postures and adopt a more conciliatory and harmonious communication style, take stock, critically evaluate and retune our approach to life – as individuals, as nations, as a species? It is not too difficult to hypothesise futures driven by the major issues that have driven us apart. Now, in our attempts to resist the virus, we have given ourselves a glimpse of some of the very things the climate change activists have wished to happen. With few planes in the air and the majority of cars off the roads, we have already witnessed clearer and cleaner air. Working at home has freed up the commuter driven traffic and left many people with more time to spend with their family. Freed from the continuing throng of tourists, cities like Venice are regenerating and cleansing themselves. This small preview of what a less travelled world might start to look like surely has some attraction. But of course, it does not come without cost. With the lack of tourism and the need to work at home, jobs and livelihoods have started to change. As with any revolution there are both winners and losers. The lockdown has distinguished starkly between essential and non-essential workers. That represents a useful starting point from which to assess what is truly of value in our way of life and what is peripheral as Salt made clear. This is a question that I would encourage readers to explore and to take forward with them through the resolution of the current situation. However, on the basis that educators are seen as providing essential services, now is the time to turn to the content of our current volume. Once again, I direct you to the truly international range of our contributors. They come from five different continents yet share a common focus on one of the most popular of shared cultural experiences – sport. Unsurprisingly three of our reviewed papers bring different insights to the world’s most widely shared sport of all – football, or as it would be more easily recognised in some parts of the globe - soccer. Leading these offerings is a comparison of fandom in Australia and China. The story presented by Knijnk highlights the rise of the fanatical supporters known as the ultras. The origin of the movement is traced to Italy, but it is one that claims allegiances now around the world. Kniijnk identifies the movement’s progression into Australia and China and, in pointing to its stance against the commercialisation of their sport by the scions of big business, argues for its deeper political significance and its commitment to the democratic ownership of sport. Reflecting the increasing availability and use of data in our modern societies, Karadog, Parim and Cene apply some of the immense data collected on and around the FIFA World Cup to the task of selecting the best team from the 2018 tournament held in Russia, a task more usually undertaken by panels of experts. Mindful of the value of using data in ways that can assist future decision making, rather than just in terms of summarising past events, they also use the statistics available to undertake a second task. The second task was the selection of the team with the greatest future potential by limiting eligibility to those at an early stage in their careers, namely younger than 28 and who arguably had still to attain their prime as well as having a longer career still ahead of them. The results for both selections confirm how membership of the wealthy European based teams holds the path to success and recognition at the global level no matter what the national origins of players might be. Thirdly, taking links between the sport and the world of finance a step further, Gomez-Martinez, Marques-Bogliani and Paule-Vianez report on an interesting study designed to test the hypothesis that sporting success within a community is reflected in positive economic outcomes for members of that community. They make a bold attempt to test their hypothesis by examining the relationship of the performance of three world leading clubs in Europe - Bayern Munich, Juventus and Paris Saint Germain and the performance of their local stock markets. Their findings make for some interesting thoughts about the significance of sport in the global economy and beyond into the political landscape of our interconnected world. Our final paper comes from Africa but for its subject matter looks to a different sport, one that rules the subcontinent of India - cricket. Norrbhai questions the traditional coaching of batting in cricket by examining the backlift techniques of the top players in the Indian Premier league. His findings suggest that even in this most traditional of sports, technique will develop and change in response to the changing context provided by the game itself. In this case the context is the short form of the game, introduced to provide faster paced entertainment in an easily consumable time span. It provides a useful reminder how in sport, techniques will not be static but will continue to evolve as the game that provides the context for the skilled performance also evolves. To conclude our pages, I must apologise that our usual book review has fallen prey to the current world disruption. In its place I would like to draw your attention to the announcement of a new publication which would make a worthy addition to the bookshelf of any international sports scholar. “Softpower, Soccer, Supremacy – The Chinese Dream” represents a unique and timely analysis of the movement of the most popular and influential game in the world – Association Football, commonly abbreviated to soccer - into the mainstream of Chinese national policy. The editorial team led by one of sports histories most recognised scholars, Professor J A Mangan, has assembled a who’s who of current scholars in sport in Asia. Together they provide a perspective that takes in, not just the Chinese view of these important current developments but also, the view of others in the geographical region. From Japan, Korea and Australia, they bring with them significant experience to not just the beautiful game, but sport in general in that dynamic and fast-growing part of the world. Particularly in the light of the European dominance identified in the Karog, Parim and Cene paper this work raises the question as to whether we can expect to see a change in the world order sooner rather than later. It remains for me to make one important acknowledgement. In my last editorial I alerted you to the sorts of decisions we as an editorial and publication team were facing with regard to ensuring the future of the journal. Debates as to how best to proceed while staying true to our vision and goals are still proceeding. However, I am pleased to acknowledge the sponsorship provided by The University of Macao for volume 42 and recognise the invaluable contribution made by ISCPES former president Walter Ho to this process. Sponsorship can provide an important input to the ongoing existence and strength of this journal and we would be interested in talking to other institutions or groups who might also be interested in supporting our work, particularly where their goals align closely with ours. May I therefore commend to you the works of our international scholars and encourage your future involvement in sharing your interest in and expertise with others in the world of comparative and international sport studies, John Saunders, Brisbane, May 2020

The aim of this study is to investigate the data analysis of the economic concerns experienced by teachers working in educational institutions. Education is one of the indispensable elements for the development of a state. In this process, teachers also have very important duties. Teaching is a specialized profession that has undertaken the task of preparing a nation for tomorrow. In order for teachers to perform these duties, they must first educate themselves with high quality. In order for this to be achieved, it is essential that teachers are satisfied in an economic sense. It is observed that teachers in our country cannot provide their personal development at an adequate level. One of the main reasons for this state of the teaching profession is economic. Money, which is the basic means of exchange of the economy, is an important tool for people to maintain their lives and gain a place in society. Money, which is an economic value, is necessary to maintain a person's life and makes a person willing to work. The amount of salary he receives determines not only the status of the person in the institution where he works, but also his status in society. It is important for determining the economic concerns of teachers and providing solutions to these concerns. In addition, it is important to inform the authorities interested in education about the situations caused by these economic concerns. This research was conducted in order to determine the effect of economic concerns of teachers working in official schools affiliated to the Ministry of National Education on teachers' professional productivity. This study, which is a qualitative research, was conducted during the fall semester of the 2022-2023 academic year and was conducted by interviewing 10 teachers working in official schools affiliated to the Ministry of National Education located in Küçükçekmece district of Istanbul province one-on-one. Key Words: Teacher, Economic Anxiety, Professional Efficiency

The aim of this study is to evaluate the findings of the economic concerns experienced by teachers working in educational institutions. Education is one of the indispensable elements for the development of a state. In this process, teachers also have very important duties. Teaching is a specialized profession that has undertaken the task of preparing a nation for tomorrow. In order for teachers to perform these duties, they must first educate themselves with high quality. In order for this to be achieved, it is essential that teachers are satisfied in an economic sense. It is observed that teachers in our country cannot provide their personal development at an adequate level. One of the main reasons for this state of the teaching profession is economic. Money, which is the basic means of exchange of the economy, is an important tool for people to maintain their lives and gain a place in society. Money, which is an economic value, is necessary to maintain a person's life and makes a person willing to work. The amount of salary he receives determines not only the status of the person in the institution where he works, but also his status in society. It is important for determining the economic concerns of teachers and providing solutions to these concerns. In addition, it is important to inform the authorities interested in education about the situations caused by these economic concerns. This research was conducted in order to determine the effect of economic concerns of teachers working in official schools affiliated to the Ministry of National Education on teachers' professional productivity. This study, which is a qualitative research, was conducted during the fall semester of the 2022-2023 academic year and was conducted by interviewing 10 teachers working in official schools affiliated to the Ministry of National Education located in Küçükçekmece district of Istanbul province one-on-one. In this sense, within the framework of the study, what can be done to address teachers' economic concerns, what are the causes of teachers' economic concerns, how teachers' economic concerns affect the productivity of the teaching profession, what can be done to address teachers' economic concerns have been focused on. Key Words: Teacher, Economic Anxiety, Professional Efficiency

This chapter focuses on the development of young learners’ ability to communicate in a foreign language. An empirical study was carried out to determine whether, after four years of learning English as a compulsory school subject, children are ready to engage in oral interaction in a semicontrolled task and produce answers and questions in English. A convenience sample of ten-year-old children was selected from 180 participants in ELLiE2 in Poland. Six learners from one class of each of seven schools were selected on the basis of teachers’ reports to ensure equal proportions of learners with low, medium and high ability. Schools were chosen to represent different socio-economic milieux. The results of the Year Four oral test (an interactive task) showed that almost all the participating childrencould respond to questions but only half were able to ask questions. Considering generally positive attitudes to speaking activities, the results suggest that ten-year-old children are already developing their interactive skills and could benefit from more interaction-focused classroom activities. Further experimental classroom-based studies are necessary to gain better insight into potential oral achievements in this age group. The results are discussed in the context of national curriculum requirements, drawing on the Common European Framework of Reference level descriptors.

This article addresses what is currently taught about the environment in the school curriculum and explains how an economics approach can change it. A recent study in the United States provides evidence supporting the suspicions of many economists that the environmental education in schools is often flawed. The Independent Commission on Environmental Education (1997) concluded that most curriculum materials it examined lacked an emphasis on basic economic concepts. Curriculum materials would be improved by recognising the importance of economic forces. For example, markets provide incentives that influence people's environmental actions and market approaches — as opposed to government command and rule systems — foster cooperation between groups and individuals. The primary contribution of economics to environmental education is recognition of the tragedy of the commons. The tragedy of the commons states that people take better care of things they own and tend to overuse things they do not own. This simple but powerful lesson holds important meaning for environmental education. In contrast non-market solutions leave us only with solutions involving force, expense, and guilt. The author concludes by describing a middle-level curriculum published by the National Council on Economic Education, which strives to use market forces to analyse environmental problems.

Africans and the world at large share common values of humanity. Lessons learnt from the recent COVID 19 pandemic, electoral differences in Kenya ongoing war in Ukraine and natural disasters like drought show that people in the world share such problems as one person. Education has have been used to reach mankind before and after these experiences. The weight of social pandemics, economical and psychological feelings among Kenyans and other Africans call for national cohesion and healing. Cohesion has been misconstrued with democracy, cultural diversity and human rights in Kenya and other African countries. Along the same vein educational curriculum has been blamed and teachers held to task on failing to address cultural diversity and cohesion in schools. The practicability of such a curriculum still hangs on the socio-economic balances of many African counties. This paper attempts to address National Cohesion in the higher Education context using cultural diversity as a tool for strengthening school governance, community partnership. The paper also attempts to identify Challenges and workable solutions of enhancing national cohesion. The paper concludes by observing lessons learnt in social skills and national cohesion in different forums. The paper recommends in-depth studies on social skill education and pedagogy, Continuous training of African professionals on social change and improvement of education and community partnership campaigns on cohesion.

Noncommunicable diseases (NCDs) are a major driver of morbidity and mortality in Jamaica. Beyond the toll on health, NCDs also impose a significant burden on the national economy since individuals with NCDs are more likely to exit the labor force, miss days of work, and/or work at reduced capacity. In addition, high expenditures to treat NCDs impose a direct economic burden to the health system, the society and to the nation of Jamaica, which can lead to reduced investments in areas like education and physical capital, which increase gross domestic product (GDP) in the long run. Unless urgently and adequately addressed, the health and economic burden of NCDs will continue to rise. To help strengthen Member States’ capacity to generate and use economic evidence on NCDs, the Pan American Health Organization (PAHO) partnered with the Ministry of Health of Jamaica, the World Health Organization (WHO), the United Nations Development Programme (UNDP), and RTI International to develop an Investment Case for NCDs in Jamaica […] It should be noted that the focused nature of the case underestimates the true costs associated with NCDs in Jamaica: only 17 out of the 88 interventions cited in the updated Appendix 3 of the WHO Global NCD Action Plan 2013-2020 are modeled; cancer and chronic respiratory disease interventions are not considered; not all the health benefits of the interventions (for example, the impact of tobacco control policies on lung cancer or chronic respiratory diseases) are accounted for; and for alcohol policies, only the economic impact of adverted mortality is included (the benefits of reducing absenteeism and presenteeism are not) due to methodological limitations. Acknowledgments: We would like to express our appreciation to the following institutions for their contributions to the successful implementation of NCD Investment Case in Jamaica and to the preparation of this Report: Ministry of Health of Jamaica, RTI International, Pan American Health Organization, United Nations Development Programme, and the United Nations Interagency Task Force on Noncommunicable Diseases.

Technical-vocational education is one of the fundamental pillars that governs the educational system, and its strengthening is a task assumed by the Ministry of Education through the implementation of the National Policy on Technical-Vocational Training implemented through the National Strategy for Technical-Vocational Training. There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and economic development. In this sense, professional technical high schools with a specialty in preschool care assume a strategic and preponderant role in the education sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops allow them to effectively insert themselves into the world of work, access their professional practice and insert themselves into higher education. And, in most cases, to be an agent of change at the family level to improve the socioeconomic reality of their homes. For this reason, Chile needs to have technicians in the care of middle schools that will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical competencies of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal competencies that will prepare students to work in multiple areas of education.

In our country, the State Procurement Law No. 2886 and the Public Procurement Law No. 4734 are in force in order to eliminate the construction and major maintenance and repair needs of public institutions. Of these, the State Procurement Law No. 2886 has not been repealed since the Public Procurement Law No. 4734 began to be applied as of 01.01.2003, but its scope has been limited. according to Law No. 4734; public administrations within the scope of general budget, special budget administrations, special provincial administrations, municipalities and revolving affiliated organizations, associations (except in the form of higher professional organization involved with their bodies), legal persons; economic institutions of state economic enterprises public enterprises public; social security institutions, funds, or private law was established by Presidential Decree, and the public entities with legal personality has been given the task themselves (professional organizations, and higher education institutions (excluding foundations) with the-budget, independent organizations, directly or indirectly, separately or together with the above-mentioned authorities given to the capital, where more than half of any kind of organization, institution, community, business and companies; 4603 within the scope of the law is more than half of the banks with the banks directly or indirectly, separately or together, while companies where capital construction procurement is being done; according to Law No. 2886, apartments with annexed included in the general budget, special provincial administrations and municipalities can make you tender. In other words, Law No. 4734 provides for the provision of services directly from the source, while Law No. 2886 provides for the sale, leasing, exchange, etc. it is preferred in service procurement works as it is applied in mutual exchange-based and transportation education. For example; works such as building construction, choosing canteens and small businesses of schools and dormitories in exchange for the land of municipalities are also tendered in accordance with Law No. 2886. dec.

"While military, political and economic issues constitute the agenda in the general framework during war periods, subjects such as culture, education and art are naturally pushed to the second or even the third plan. While the school buildings were sometimes used as military shelters during the war days, they were sometimes used as an arsenal and sometimes as a hospital. It seems plausible that the money allocated to education in the ordinary budget should be spent on other sectors during the war. The human element in education is also a force to be utilized in times of war. Teachers or students were sent to the front and used to reinforce the army, and female students or female teachers were sometimes evaluated in ammunition production, logistics or transportation, and sometimes they were employed in the treatment of wounded soldiers such as nurses. Considering that the Ottoman Empire participated in almost non-stop wars in the last ten years, it will be understood how much of a blow the educational activities took on the above-mentioned situations. When we look at the issue in the Turkish War of Independence, it will be seen that the conflicts with the occupying forces in many regions have created a similar situation. The main purpose of this study is to show the course of education and training activities in the city of Antalya, which was occupied and freed from the Italian occupation during the years of the National Struggle. Another purpose of the study is to show the viewpoint of the people and administrators on education in the city of Antalya, which was occupied by a foreign state before the negative effects of the First World War, to reveal what kind of work the teachers do in this field, to indicate the situation of schools and students in this painful period. While creating the study, archival sources were consulted as much as possible, the local press of the period was examined and research works were used. It was aimed to reveal the original aspect of the issue by comparing the memories that touched on this subject, even if only a little, with other documents and information."

Gender equality and information and communication technology are important in the achievement of the Millennium Development Goals (MDGs) in policy, planning, and practice. The 2000 Millennium Declaration of the United Nations (UN) formed an international agreement among member states to work toward the reduction of poverty and its effects by 2015 through eight Millennium Development Goals: 1. Eradicate extreme poverty and hunger 2. Achieve universal primary education 3. Promote gender equality and the empowerment of women 4. Reduce child and maternal mortality 5. Improve maternal health care 6. Combat HIV and AIDS, malaria, and other major diseases 7. Ensure environmental sustainability 8. Develop global partnership for development Progress toward gender equality and the empowerment of women is one goal that is important to achieving the others. Poverty, hunger, illiteracy, environmental threats, HIV and AIDS, and other health threats disproportionately affect the lives of women and their dependent children. Gender-sensitive ICT applications to education, health care, and local economies have helped communities progress toward the MDGs. ICT applications facilitate rural health-care workers’ access to medical expertise through phones and the Internet. Teachers expand learning resources through the Internet and satellite services, providing a greater knowledge base for learners. Small entrepreneurs with ICT access and training move their local business into world markets. ICT diffusion into world communication systems has been pervasive. Even some of the poorest economies in Africa show the fastest cell-phone growth, though Internet access and landline numbers are still low (International Telecommunications Union [ITU], 2003b). ICT access or a lack of it impacts participation, voice, and decision making in local, regional, and international communities. ICTs impact the systems that move or inhibit MDG progress. UN secretary general Kofi Annan explained the role of the MDGs in global affairs: Millennium Development Goals are too important to fail. For the international political system, they are the fulcrum on which development policy is based. For the billion-plus people living in extreme poverty, they represent the means to a productive life. For everyone on Earth, they are a linchpin to the quest for a more secure and peaceful world. (UN, 2005, p. 28) Annan also stressed the critical need for partnerships to facilitate technology training to enable information exchange and analysis (UN, 2005). ICT facilitates sharing lessons of success and failure, and progress evaluation of work in all the MDG target areas. Targets and indicators measuring progress were selected for all the MDGs. Gender equality and women’s empowerment are critical to the achievement of each other goal. Inadequate access to the basic human needs of clean water, food, education, health services, and environmental sustainability and the support of global partnership impacts great numbers of women. Therefore, the targets and indicators for Goal 3 address females in education, employment, and political participation. Progress toward the Goal 3 target to eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015, will be measured by the following indicators. • Ratio of girls to boys in primary, secondary, and tertiary education • Ratio of literate females to males who are 15- to 24-year-olds • Share of women in wage employment in the nonagricultural sector • Proportion of seats held by women in national parliaments (World Bank, 2003) Education is positively related to improved maternal and infant health, economic empowerment, and political participation (United Nations Development Program [UNDP], 2004; World Bank, 2003). Education systems in developing countries are beginning to offer or seek ways to provide ICT training as a basic skill and knowledge base. Proactive policy for gender equality in ICT access has not always accompanied the unprecedented ICT growth trend. Many civil-society representatives to the World Summit on the Information Society (WSIS) argue for ICT access to be considered a basic human right (Girard & Ó Soichrú, 2004; UN, 1948). ICT capability is considered a basic skill for education curriculum at tertiary, secondary, and even primary levels in developed regions. In developing regions, ICT access and capability are more limited but are still tightly woven into economic communication systems. ICTs minimize time and geography barriers. Two thirds of the world’s poor and illiterate are women (World Bank, 2003). Infant and maternal health are in chronic crisis for poor women. Where poverty is highest, HIV and AIDS are the largest and fastest growing health threat. Ninety-five percent of people living with HIV and AIDS are in developing countries, partly because of poor dissemination of information and medical treatment. Women are more vulnerable to infection than men. Culturally reinforced sexual practices have led to higher rates of HIV infection for women. Gender equality and the empowerment of women, starting with education, can help fight the spread of HIV, AIDS, and other major diseases. ICT can enhance health education through schools (World Bank). Some ICT developers, practitioners, and distributors have identified ways to incorporate gender inclusiveness into their policies and practice for problem-solving ICT applications toward each MDG target area. Yet ICT research, development, education, training, applications, and businesses remain male-dominated fields, with only the lesser skilled and salaried ICT labor force approaching gender equality. Successful integration of gender equality and ICT development policy has contributed to MDG progress through several projects in the developing regions. Notable examples are the South-African-based SchoolNet Africa and Bangladesh-based Grameen Bank Village Pay Phone. Both projects benefit from international public-private partnerships. These and similar models suggest the value and importance of linking gender equality and empowerment with global partnership for development, particularly in ICT. This article reports on developing efforts to coordinate the achievement of the MDGs with policy, plans, and practice for gender equality beyond the universal educational target, and with the expansion of ICT access and participation for women and men. The article examines the background and trends of MDG 3, to promote gender equality and the empowerment of women, with particular consideration of MDG 8, to develop global partnership for development, in ICT access and participation.

The current stage of the world development is characterized by the rapid changes in political, economic and social fields caused by scientific and technological progress and globalization with intensified competition in the global market. Entering the top 30 of the most competitive countries was set as one of the main directions of the state policy of Kazakhstan (Strategy “Kazakhstan-2050”, 2012). To increase the competitiveness of the country the government proposed implementation of the new model of the economic growth based on the development of human capital, stimulating of export-oriented production, strengthening the role of the private sector and comprehensive support for entrepreneurship – leading force of the national economy (Strategy “Kazakhstan-2050”, 2012; Kazakhstan Strategic Development Plan until 2025, 2017). Development of the human capital and entrepreneurship activity require the presence of the population that possess relevant knowledge and competencies. Therefore, today, the state pays more attention to economic literacy and the development of entrepreneurial competencies among the population already starting from the school level. In turn, the quality of economic training of students is largely determined by the competence and level of economic preparation of teachers. The implementation of the tasks of school economic education actualizes the need for qualified and competent economics teachers. Therefore, the issues of the preparation of the future economics teachers and the possibilities of the advanced training for the in-service teachers also become relevant. Thus, this study explores the state and main problems of preparing of pre-service and in-service economics teachers in Kazakhstan.

Vocational technical education is one of the fundamental pillars that governs the educational system, its strengthening is a task assumed by the Ministry of Education through the implementation of the National Vocational Technical Training Policy put into practice through the National Training Strategy Professional Technician. There are multiple challenges involved in carrying out actions to promote and generate instances of participation and decision-making that enable the involvement of all actors to articulate the educational system and economic development. In this sense, professional technical high schools with a specialty in early childhood care assume a strategic and predominant role in the educational sector, since the young people who study the specialty put into practice what they have learned in classrooms and workshops, allowing them to be effectively inserted in the world of work, access their professional practice and enter higher education. And, in most cases, be an agent of change at the family level to socioeconomically improve the reality of their homes. For this reason, Chile needs to have mid-level nursery care technicians who will allow it to address the challenges of its own development and its growing participation in the preschool care system, with demands of greater added value, dynamic and challenging. In this scenario, alternation training will not only strengthen the specific technical skills of the specialty, but also the capacity for innovation, entrepreneurship, teamwork, and a set of transversal skills that will prepare students to perform in multiple areas of education. .

Germany is a parliamentary democracy (The Federal Government, 2021) with two politically independent levels of 1) Federal (Bund) and 2) State (Länder or Bundesländer), and has a highly differentiated decentralized system of Government and administration (Deutsche Gesellschaft für Internationale Zusammenarbeit, 2021). The 16 states in Germany have their own government and legislations which means the federal authority has the responsibility of formulating policy, and the states are responsible for implementation (Franzke, 2020). The Federal Government supports the states in dealing with extraordinary danger and the Federal Ministry of the Interior (BMI) supports the states' operations with technology, expertise and other services (Federal Ministry of Interior, Building and Community, 2020). Due to the decentralized system of government, the Federal Government does not have the power to impose pandemic emergency measures. In the beginning of the COVID-19 pandemic, in order to slowdown the spread of coronavirus, on 16 March 2020 the federal and state governments attempted to harmonize joint guidelines, however one month later State governments started to act more independently (Franzke & Kuhlmann, 2021). In Germany, health insurance is compulsory and more than 11% of Germany’s GDP goes into healthcare spending (Federal Statistical Office, 2021). Health related policy at the federal level is the primary responsibility of the Federal Ministry of Health. This ministry supervises institutions dealing with higher level of public health including the Federal Institute for Drugs and Medical Devices (BfArM), the Paul-Ehrlich-Institute (PEI), the Robert Koch Institute (RKI) and the Federal Centre for Health Education (Federal Ministry of Health, 2020). The first German National Pandemic Plan (NPP), published in 2005, comprises two parts. Part one, updated in 2017, provides a framework for the pandemic plans of the states and the implementation plans of the municipalities, and part two, updated in 2016, is the scientific part of the National Pandemic Plan (Robert Koch Institut, 2017). The joint Federal-State working group on pandemic planning was established in 2005. A pandemic plan for German citizens abroad was published by the German Foreign Office on its website in 2005 (Robert Koch Institut, 2017). In 2007, the federal and state Governments, under the joint leadership of the Federal Ministry of the Interior and the Federal Ministry of Health, simulated influenza pandemic exercise called LÜKEX 07, and trained cross-states and cross-department crisis management (Bundesanstalt Technisches Hilfswerk, 2007b). In 2017, within the context of the G20, Germany ran a health emergency simulation exercise with representatives from WHO and the World Bank to prepare for future pandemic events (Federal Ministry of Health et al., 2017). By the beginning of the COVID-19 pandemic, on 27 February 2020, a joint crisis team of the Federal Ministry of the Interior (BMI) and the Federal Ministry of Health (BMG) was established (Die Bundesregierung, 2020a). On 4 March 2020 RKI published a Supplement to the National Pandemic Plan for COVID-19 (Robert Koch Institut, 2020d), and on 28 March 2020, a law for the protection of the population in an epidemic situation of national scope (Infektionsschutzgesetz) came into force (Bundesgesundheitsministerium, 2020b). In the first early phase of the COVID-19 pandemic in 2020, Germany managed to slow down the speed of the outbreak but was less successful in dealing with the second phase. Coronavirus-related information and measures were communicated through various platforms including TV, radio, press conferences, federal and state government official homepages, social media and applications. In mid-March 2020, the federal and state governments implemented extensive measures nationwide for pandemic containment. Step by step, social distancing and shutdowns were enforced by all Federal States, involving closing schools, day-cares and kindergartens, pubs, restaurants, shops, prayer services, borders, and imposing a curfew. To support those affected financially by the pandemic, the German Government provided large economic packages (Bundesministerium der Finanzen, 2020). These measures have adopted to the COVID-19 situation and changed over the pandemic. On 22 April 2020, the clinical trial of the corona vaccine was approved by Paul Ehrlich Institute, and in late December 2020, the distribution of vaccination in Germany and all other EU countries