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Each of the papers in this collection offers a much-needed antidote to the forces that disconnect educators from the places in which they teach, learn, and live. Together, they provide an opportunity to reflect on the power of place in education. This issue offers an opportunity--an invitation--to embrace all that the places both in and outside the classroom have to offer. Individual essays in this paper include: (1) Reclaiming the Promise of Place: An Interview with David Greenwood (Roberta Altman); (2) Playing in Literary Landscapes: Considering Children's Need for Fantasy Literature in the Place-Based Classroom (Sarah Fisher); (3) Guggenheim for All: Museum Education for Students on the Spectrum (Chiara Di Lello); (4) Curtain Up: Place-based Teaching & Learning in the New York City Theater District (Peggy McNamara and Bryan Andes); (5) Place-Based Education: (Re)Integrating Ecology & Economy (Mark T. Kissling and Angela Calabrese Barton); (6) Discovering Place-based Education in the Foothills of the Himalayas (Monimalika Day with Doug Hernandez); (7) Learning Naturally: An Inquiry Study of Streams in Hawaii (Becca Kesler); (8) Nature Preschools: Putting Nature at the Heart of Early Childhood Education (Ken Finch and Patti Ensel Bailie); and (9) Preparing Teachers for Place-based Teaching (Amy Vinlove). Individual essays contain references and figures.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

This volume contains selected papers submitted to the 20th Jubilee Annual International Conference of the Bulgarian Comparative Education Society (BCES), conducted virtually in June 2022. The 20th BCES Conference theme is "Towards the Next Epoch of Education." The theme is focused on problems, discussions, changes, solutions, and challenges that have recently happened, and as well on various opportunities, prospects, and advantages that have been made available to all actors in the educational systems around the world--students, parents, teachers, administrators, psychologists, principals, faculty members, researchers, and policy makers at municipal, regional, and national level. The book includes 33 papers and starts with an introductory piece authored by Charl Wolhuter. The other 32 papers are divided into 6 parts representing the BCES Conference thematic sections: (1) Comparative and International Education & History of Education; (2) International Education Issues; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. [Individual papers are indexed in ERIC. This content is provided in the format of an e-book.]

This volume contains a collection of selected papers submitted to the 19th Annual International Conference of the Bulgarian Comparative Education Society (BCES) held in June 2021. The 19th BCES Conference theme is "New Challenges to Education: Lessons from around the World." The book includes 40 papers written by 66 authors from 15 countries. The volume starts with an introductory piece co-authored by Zoltán Rónay and Ewelina K Niemczyk. The other 39 papers are divided into 6 parts representing the thematic sections: (1) Comparative and International Education & History of Education; (2) International Organizations and Education; (3) School Education: Policies, Innovations, Practices & Entrepreneurship; (4) Higher Education & Teacher Education and Training; (5) Law and Education; and (6) Research Education & Research Practice. The papers included in this year's conference volume outline a variety of challenges all actors in the education process (students, teachers, administrators, policy decision makers) at all levels of the education systems have recently faced. Readers can find conceptual and empirical studies, quantitative and qualitative methods, descriptive and analytical approaches, and even pessimistic and optimistic authors' views. This volume presents how novel concepts, ironical definitions, and provoking considerations are born in difficult times, when restricted life meets unrestricted spirit. [Individual papers are indexed in ERIC.]

This collection of short papers is an outcome of the third conference on virtual exchange in higher education hosted by the Pedagogical University in Krakow in April 2018. Following the focus of the conference on virtual exchange in service of social inclusion and global citizenship, the papers collected in this volume offer first-hand insights into theoretical and practical considerations on the most recent stage of this rapidly developing form of learning. The publication will be of particular interest to academic educators, researchers, administrators, and mobility officers planning to implement virtual exchange in their unique academic contexts.

School choice reforms are increasingly common across the U.S. This symposium summarizes and presents the most recent research on the social effects of private school choice programs and public charter schools. All three papers consider heterogeneity in effects that can and should inform policymaking. The first paper, "Charter School Entry and School Choice: The Case of Washington, D.C." (Maria Marta Ferreyra and Grigory Kosenok) discusses novel research on estimating an equilibrium model of charter school entry and school choice. From a social standpoint, the paper shows that the existence of charter schools yields net benefits. The second paper, "Squeezing the Public School Districts: The Fiscal Effects of Eliminating the Louisiana Scholarship Program" (Corey A. DeAngelis and Julie R. Trivitt) studies the fiscal effects of reduced funding in a statewide voucher program. This paper adds to the literature by comparing the short-term and long-term savings to the state and individual public school districts due to this policy. The results show that the voucher program generates net cost savings in the long run for almost all educational jurisdictions under reasonable assumptions. The third paper, "The Juice Is Worth the Squeeze: A Benefit/Cost Analysis of the Experimental Evidence on Private School Vouchers across the Globe" (M. Danish Shakeel, Kaitlin P. Anderson, and Patrick J. Wolf) is a benefit/cost analysis of the best available research on private school vouchers. This benefit/cost analysis provides the most comprehensive look at the achievement effects of school voucher programs using lottery-based research designs both in the U.S. and internationally. This symposium summary provides abstracts for each of the three papers. [SREE documents are structured abstracts of SREE conference symposium, panel, and paper or poster submissions.]

The 46th annual conference of the Adult and Higher Education Alliance (AHEA) was held online in March 2022. This year's conference theme is "Adult Education for the Human Condition: Global Issues and Trauma-Informed Learning." The proceedings are comprised of the following papers: (1) Man-Environment Interaction in the Rainforests and Sustainable Development: Practical Implications for Adult Education (Kofo A. Aderogba); (2) The Trauma of Coronavirus and Education for Sustainable Human Condition (Adebimpe E. Alabi and Kofo A. Aderogba); (3) Dialogue-Based Education: A Strategy for Empowering Young Adults in Fostering Entrepreneurial Mindsets (Isaac Kofi Biney); (4) Does Science Help in Understanding Trauma-Related Behaviors in the Adult Student? (Joan Buzick); (5) Strengthening Resiliency During Stress in Adulthood (Patricia Coberly-Holt and Lynn Roberts); (6) Talking Back: Testifying as an Act of Resistance and Healing for Black Women Survivors of Prostitution (Amelia B. Cole); (7) Nexus of Vulnerability of Internally Displaced Persons [IDPs] in Africa, and Socioeconomic Development of the Black Nations (Debora A. Egunyomi and Kofo A. Aderogba); (8) Utilizing Technology, Mentoring, and Fun Initiatives to Decrease Workplace Stress (Yvonne Hunter-Johnson, Sarah Wilson-Kronoenlein, and Dauran McNeil); (9) Hemophilia: A Silent Threat to Post-Secondary Success in a Caribbean Context (Kerry-Ann Lee-Evans and Kayon Murray-Johnson); (10) Trauma-Informed Teaching of Writing in Higher Education (Marian Mesrobian MacCurdy); (11) The Human Condition, the Goals of Adult Education, and the Role of the Adult Educator: A Conversation (Alan Mandell and Xenia Coulter); (12) Parenting Adolescent Children in the American Culture by South Asian Immigrants from India (Olivet K. Neethipudi); (13) The Importance of Recognizing Personal Stressors, How They May Impact Our Professional Life/Teaching, and Steps We Can Take to Learn from the Experiences (Lynn Roberts and Patricia Coberly-Holt); (14) Comparison of Competency and Entrustability in Ongoing Adult Skill Development: How Do They Meet? (Richard Silvia and Kathy Peno); and (15) The Invisible Pandemic (Joyvina Evans and Joshua Ramaker). [For the 2021 proceedings, see ED615223.]

"Skill is laying the foundation for a brighter India. As John Ruskin puts it, "Skill is the unified force of experience, intellect, and passion in their operation." "Nation Building" is a herculean task that involves the government of the land, private and public institutions, industries, organisations, and every citizen there, holding accountability of its development inch by inch. India faces enormous problems in practically every aspect of national life as a young democratic nation with a multilingual, multicultural, and multiethnic population. Poverty, illiteracy, unequal and underdeveloped growth of diverse segments of the country, and insufficient infrastructure in educational and training institutions are all impeding the country's development. The insufficiently skilled workforce is unable to assume greater responsibilities in the development of a better nation. In India, there is now a scarcity of highly trained and skilled educators. Both in India and overseas, there is a considerable need for all levels of skilled labour, including semiskilled, skilled, highly skilled, and highly skilled with specialisation. An estimated 65 percent of workers in India are aged 15 to 59, with an average age of 29 compared to China and other OECD countries. Approximately 335 million people are currently employed in the United States today. They are largely uneducated and have little or no experience. Approximately 59 million of the 70 million predicted to enter the market will be in the 15 to 30 age category. For the development of our country, reskilling, up-skilling, and conceiving and generating ways and means for national and international labour mobility, as well as mitigating the low contribution of women labour force, are all critical. Our youth will be more competent if we place a higher value on skill development. To address all of the concerns of globalisation, knowledge explosion and distribution, and skill development competition, the Indian government has launched a number of initiatives, including Skill India, Digital India, Startup India, and Make in India. Many groups are attempting to improve people's skills. (a) Directorate General of Training (DGT), (b) National Skill Development Corporation (NSDC), (c) Indian Institute of Entrepreneurship (IIE), (d) National Skill Development Agency (NSDA), (e) National Skill Development Fund (NSDF), (f) National Institute of Entrepreneurship and Small Business Development, g) Skill Sector Councils, (h) ICT Academy, and respective State Skill Development Corporations. To impart and upgrade abilities, numerous organisations and universities offer a variety of certificate, diploma, and postgraduate diploma courses. TNOU also provides a variety of skill-based courses. The aspiration and ambition of the Indian Government is to make India the world's "Skill Capital." We/the editors consider it a privilege to have compiled this book titled "Nation Building through Skill Development," which contains contributions on a wide range of subtopics on various elements of skill development explored by a diverse group of authors from around the world. Choosing the chapters was, indeed, a difficult task. Original papers with less than 10% plagiarism were chosen for publication. For the publication of this book, forty-one essays were chosen. We/the editors would want to express our gratitude to everyone who submitted a chapter. The contributions that were not included in this publication are in no way considered rejects. We/the editors express our gratitude to Prof. Dr. K. Parthasarathy, Vice Chancellor, Tamil Nadu Open University, for entrusting us with this task. We/the editors would also want to express our gratitude to all those kind individuals who have worked tirelessly to bring this book in black and white. [This book was published by Tamil Nadu Open University.]

This book introduces the concept of multimedia in education, and how multimedia technology could be implemented to impart digital education to university students. The book emphasizes the versatile use of technology enabled education through the research papers from distinguished academicians and researchers who are specifically working in this area. It benefits all those researchers who are enthusiastic about learning online and also for those academicians who are interested to work on various aspects of learning and teaching through technology.