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The IBSA forum is an important collaboration of India-Brazil-South Africa to address the social developmental challenges of developing countries through South-South Cooperation. All three countries share same colonial history and at present have developing economies and struggling to provide best public services to their citizens through the appropriate policy planning and introduction of welfare schemes. In the field of education, all these countries are facing problem in the expansion of access of education for all due to the challenges such as high number of out of school children, high drop-out rate, high repetition rates etc. To tackle these problems, appropriate education policies on free and compulsory education have been implemented in these countries. Besides these education policies, these countries have started many compensatory programmes to address the major challenges in the goal of universal elementary education. One of the most important compensatory programmes in these countries is school meal programme. In all the three countries, school meal programmes have been started with dual purpose of keeping the children in the school and improving their nutritional status. This paper is an attempt to review the school meal programmes of IBSA countries to highlight their impact on the health and educational attainment of children especially children from the disadvantaged sections of the society.

In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.

This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.

The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.

Free and compulsory primary education remains a priority area in the international policy perspective, starting from the Universal Declaration of Human Rights, 1948 to the formulation of Sustainable Development Goals in 2015. Under the impact of globalization, an impressive expansion in the access to primary education has been observed in recent decades and the global trends in enrolment rates across the developing world have attested this fact. However, many developing countries, such as India, Brazil and South Africa (IBSA), are still struggling with the goal of quality primary education for all. The IBSA countries are emerging economies and very proactive in addressing past inequalities prevalent in their countries. With the cooperation of international organizations, national policy planning and other initiatives, these countries have performed quite well in the educational attainment. But even today, these countries have not achieved the goal of quality primary education for all. This paper reviews the attainment of free and compulsory primary education in these countries, along with the challenges faced in the achievement of universal primary education. These challenges may hinder the progress of these countries towards the achievement of Sustainable Development Goal.

This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.

Purpose: The study aims to explore the extent to which human resources development quantifies the economic growth of BRICS countries under the globalization era by controlling country differences. Design/methodology/approach: The study used the Generalized Method of Moments (GMM) and Scheffe pairwise comparison tests to quantify the impact of the variables and the level of difference among the BRICS countries onto human Resources development. Findings: The study observes that the impact of human resources development on economic growth of BRICS counties is significant but limited to few countries. The study reveals that countries such as India and South Africa are unable to utilize their human resources efficiently to promote economic growth, as compared with Russia, China and Brazil. The study further argues that there is urgent need of amalgam of various economic development theories keeping in mind the regional needs to extract the positive impact from human resource on economic development. Research limitations/implications: The single limitation of this research is that it was not possible to compare the results with other developing countries to unleash the capabilities of human resources development with regard to economic growth at the universal level. Originality/value: To the best of the authors' knowledge, this paper is the first of its kind to analyze human resources development at a much deeper level. The paper has chosen variables which are important from the policy perspective of government rather than the working perspective, which is a great contribution. Further, for human index the variables chose covering major aspects of human development from spending perspective.

This paper aims to identify the current state of knowledge management (KM) diffusion in LIS schools. In terms of content, we have identified two principal approaches to the perception of KM in the LIS community: an active approach, seeing KM as an opportunity for the LIS community to change; and a passive approach, seeing KM merely as a topic of information management with a new label. Our research analyzed study programs at 145 LIS schools and in 188 LIS study programs in the United States, Canada, Europe (in particular, Russia), Australia, India, South Africa, China, Japan, Singapore, and Brazil and observed the inclusion or non-inclusion of KM courses in those programs. We employ a narrower approach to defining a KM course as being one having the term "knowledge management" in its name. The findings indicate that KM courses are integrated in one-third of the LIS study programs analyzed, and in schools with an information science focus this figure can rise to around 45%. Given the importance of this area and various views regarding KM diffusion in LIS schools, we recommend that those who have already implemented a KM course in their LIS programs create an informal community of practice (CoP) on KM implementation in LIS schools and build an open database of lessons learned from such integration, thereby capturing and sharing this crucial knowledge in a single place.

Existing literatures have discussed both ethical issues in visual research with young people, and the problems associated with applying 'universal' ethical guidelines across varied cultural contexts. There has been little consideration, however, of specific issues raised in projects where visual research is being conducted with young people simultaneously in multiple national contexts. This paper contributes to knowledge in this area. We reflect on our experiences of planning and conducting the International CYCLES project involving photo elicitation with young people in Bangladesh, Brazil, India, Japan, New Zealand, South Africa and the UK. While some issues such as varying access to technology for taking and sharing photos and diverse cultural sensitivities around the use of photography were anticipated in advance, others were more unexpected. Balancing the need for methods to be appropriate, ethical and feasible within each setting with the desire for sufficient consistency across the project is challenging. We argue that an 'ethics in context' approach and an attitude of 'methodological immaturity' is critical in international visual research projects with young people.

International cooperation and collaborations played an important role in the economic and educational development of several countries. In the 1950s and 1960s external aid was an important modality to establish cooperation between countries, especially between developing and developed countries. Cross-border activities in higher education used to take place mostly through cooperation projects and academic exchange programmes. The political returns to aid declined during the post-cold war period. Therefore, incentives to extend aid declined and markets and trade became more accepted modes of cooperation and collaboration in all sectors including education. International collaborations of today are very often motivated by economic incentives and are mediated through markets. The franchising and twinning arrangements, establishment of branch campuses, and promotion of cross-border student mobility are examples of market-based collaborative efforts in higher education. This paper discusses Indian cooperation and collaborations with foreign institutions focusing also on such efforts among the BRICS countries. It argues that the collaboration efforts among the BRICS countries may be more influenced by government-to-government efforts than mediated by markets. The paper shows that the BRICS countries at present are more engaged in cooperation and collaborations in higher education with developed countries. Collaborations among the BRICS countries are rather limited and are still at the nascent stages. Therefore, government initiatives and public action are needed at this stage to promote cooperation and expand collaboration in higher education among BRICS countries.

Purpose: The purpose of this paper is to study the possibilities and potential barriers on the path of internationalization of the educational services market through development of the system of remote education. Design/methodology/approach: In order to determine the influence of development of the system of remote education on the process of internationalization of the educational services market, the authors use the method of regression analysis. A regression curve is built, containing the model of paired linear regression and the value of determination coefficient. The research object is the market of higher educational services -- as it is subject to internationalization and distribution of remote education. The research is performed based on the 2017 data by the example of countries from various regions of the world that show different rates and levels of socio-economic development but that achieved the largest success in development of the system of remote education -- the USA, the UK, Brazil, China, South Korea, Italy, Germany, India, Malaysia, Australia, South Africa and Russia. Due to the absence of the official international statistics on the issue of internationalization of the educational services market, the proprietary method is used for determining its level. Findings: It is concluded that remote education has a slight influence on the process of internationalization of the educational services market in the countries of the world, though it has large potential in the sphere of stimulation of internationalization of the educational services market, as it allows providing educational services of equal quality and equal cost for domestic and foreign students. Originality/value: The developed and presented model of managing the development of the remote education system of a modern university in the interests of stimulating internationalization of the educational services market allows overcoming these barriers and opening the existing potential of remote education in the sphere of stimulation of internationalization of the educational services market.

This paper aims to map the landscape of higher education transformation in the BRICS (Brazil, Russia, India, China and South Africa) nations while exploring the status of BRICS nations in some of the global university rankings and analysing their potential to give new meaning to notions such as excellent and world-class universities. The study provides different theoretical perspectives about global university ranking and about the notion of "world-class/excellence." Based on the literature exploration, the gathered data from some of the global university ranking agencies and the critical reflections from purposefully selected respondents, it is considered that the quest for world-class universities is articulated in several public policy documents of BRICS nations. While some attempts to achieve this quest vary (e.g. from China's strong effort to India's least effort), BRICS nations, like many other nations, seem to evolve towards this ambition, as universities have become the centre point of the development agenda. The ability of BRICS nations to provide new meaning to "world-class/excellence" notions, although not clear, cannot be disputed given the indications that the BRICS bloc is emerging as an alternative economic force and the role higher education is playing in this emergence.

The industrial revolution can be termed as the catalyst of human growth. The establishment of various industries has been detrimental to the meteoric rise of any commodity, product or service across the world. Industries fuel the economy of countries and form the main constituent of their GDP. Industries not only generate the production of the market ready material but also generate the employment for the citizens of the country, which drives multiple factors of any country progress. In order to keep the industries thriving, we need commendable industrial engineers who have not only the skills of a technician but also as a manager to run the plant successful. Indian Government initiative "Make in India" to establish the industries in India, will not be successful without the capable Industrial Engineers. This paper focuses on the engineering education structure of India with regard to Industrial Engineering from diploma level to post doctoral level and assesses how our education system is incubating future industrial engineers. We have made some suggestions why this engineering discipline should be offered as a regular engineering discipline in India and highlighted the contribution of the Indian government to this discipline. We have given a brief view on the comparative status of industrial engineering with other countries and provided the suggestions to improve the industrial engineering education in India. Thus, Industrial Engineering plays a pivotal role in the field of engineering for the proper development of industries in any nation. Indian government's initiatives in laying the framework of the industries for those commodities, which India is purchasing from the other parts of the world since independence is praiseworthy. These production plants across the country will see the advantage in the manufacturing and production engineering. Present scenario of industrial engineering education seems in its premature stages in India. With a mere number of colleges offering this stream in undergraduate studies leaves a chasm to be filled promptly in near future. Although the platform set in India regarding industries at present gives a kick start for employment and research opportunities in Industrial Engineering.

Purpose: This paper aims to describe, explain and evaluate a graduate education program that provides international project experiences and builds competencies related to collaborative problem-solving, cultural capacity to work globally and sustainable development. Design/methodology/approach: Qualitative analysis of survey data from 28 students supplemented by observation and interviews conducted before, during and after a multi-week project and a ten-day trip to China in 2014. Supplemental data and contextual information were provided by a series of related projects and trips led by the authors in other cultural contexts including Brazil, China, India, South Africa and Turkey. Findings: Six pedagogic practices were perceived as effective by students and generate learning outcomes desired by faculty: authentic problems, learning cycles, shared inquiry, transdisciplinarity, exploration and engagement. Practical implications: The pedagogy was effective, especially the engagement pedagogy in which students interviewed peers, professionals, residents and others in China. Originality/value: These learning outcomes and pedagogies have been studied before, but not in this particular combination or as applied to a mix of business, non-governmental organization and government mid-career professionals seeking professional development in leadership for sustainable development.

Inequality refers to the extent to which income is evenly distributed across a population (IMF, 2022). The World Inequality Report (WIR, 2022) reveals the latest trends in global income inequality. It shows that the richest 10% of the global population currently earns 52% of global income, while the poorest half of the population takes 8.5% of it. In emerging market economies, indications are that income inequality is rising; sometimes accompanied by accelerating economic growth. Reports reveal that Brazil's six richest individuals command the same wealth associated with the poorest 50% of the population, or about 100 million people. The World Inequality Report (2021) reveals India as a poor and unequal country, with the bottom half of the population earning only 13% of the nation's income, while the top 10% controls 57% by 2021. In South Africa, the IMF (2020) acknowledges that the nation's inequality has remained at high levels, perhaps the highest in the world. This is characterized by a highly skewed income distribution pattern, with the top 20% of the population controlling 68% of national income. These developments hold grave implications for emerging markets, particularly their ability to meet the 2030 Sustainable Development Goals. The main objective of this paper is to explore income inequality in emerging market economies, with a multi-country study of Brazil, India and South Africa. The methodological approach to the study involves both qualitative and quantitative analytical techniques. It relies on secondary data in publications from various sources, complemented by interviews of stakeholders in the study areas. Findings reveal the income inequality is undermining economic growth and development in emerging markets, fueling conflicts and triggering migration in some countries. The paper presents recommendations, underpinned by progressive taxation, social safety nets, gender equality, development of social services, and leveraging economic and financial incentives for labour-intensive industries. [ABSTRACT FROM AUTHOR]

Summary: How are Development Assistance Committee (DAC) donors evolving their financial flows and aid modalities in response to the growing influence and economic power of Southern BRICS? After presenting the shifting landscape of international development cooperation, we explore five hypotheses about the changing nature of DAC aid allocation patterns and modalities in BRICS countries. In our conclusion, we reflect on the evolution of DAC engagement in Brazil, China, India, and South Africa (BASIC countries) and what it might mean for all official donors. Our assessment is that the changing geopolitical environment for development cooperation is once again privileging economic diplomacy concerns within DAC donors, propelling specific kinds of decisions about the choice of instruments, sectors, and modalities in BASIC countries. It would appear that the administrative practice of foreign aid is increasingly derived from changes within the institutional environment for international development. [ABSTRACT FROM AUTHOR]

The duration of exclusive breastfeeding (EBF) is often defined as the time from birth to the first non‐breast milk food/liquid fed (EBFLONG), or it is estimated by calculating the proportion of women at a given infant age who EBF in the previous 24 h (EBFDHS). Others have measured the total days or personal prevalence of EBF (EBFPREV), recognizing that although non‐EBF days may occur, EBF can be re‐initiated for extended periods. We compared breastfeeding metrics in the MAL‐ED study; infants' breastfeeding trajectories were characterized from enrollment (median 7 days, IQR: 4, 12) to 180 days at eight sites. During twice‐weekly surveillance, caretakers were queried about infant feeding the prior day. Overall, 101 833 visits and 356 764 child days of data were collected from 1957 infants. Median duration of EBFLONG was 33 days (95% CI: 32–36), compared to 49 days based on the EBFDHS. Median EBFPREV was 66 days (95% CI: 62–70). Differences were because of the return to EBF after a non‐EBF period. The median number of returns to EBF was 2 (IQR: 1, 3). When mothers re‐initiated EBF (second episode), infants gained an additional 18.8 days (SD: 25.1) of EBF, and gained 13.7 days (SD: 18.1) (third episode). In settings where women report short gaps in EBF, programmes should work with women to return to EBF. Interventions could positively influence the duration of these additional periods of EBF and their quantification should be considered in impact evaluation studies. © 2016 John Wiley & Sons Ltd [ABSTRACT FROM AUTHOR]