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The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.

The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.

This paper locates the emergence of critical pedagogy (CP) as praxis in the protest movements in New Delhi, India, against the new citizenship amendment laws that were brought about by the Indian government. The ruling government in India brought amendments to the existing provisions for citizenship, such that persons from Hindu, Sikh, Buddhist, Jain, Parsi and Christian religious communities from neighbouring Afghanistan, Bangladesh or Pakistan were allowed Indian citizenship. Muslims, however, were excluded from this. This exclusion, coupled with the national project established for finding illegal immigrants in India -- called the National Citizenship Registry project -- affects the Muslim communities in South-Asia and has been widely resisted across India, by Muslims and other social and political organisations. This paper traces the development of such a struggle in Shaheen Bagh, New Delhi, and proposes that CP as a critique of the social, emerged from the specificity of the Shaheen Bagh movement. Shaheen Bagh gives critical insights into rethinking CP whenever its foundational tenets seem to have been lost or are merely subsumed by disciplinary compartments within academia. This struggle offers us insights toward returning to the insurrectionary character of CP, by locating CP within the context of such struggles. At the same time, this study of Shaheen Bagh and the specific form of CP that emerged in thatcontext, also shows us the limitations of contemporary social movements to take CP to its logical conclusion where oppressive class relations are undermined.

YouTube now has more searches than Google, indicating that video is a motivating and, potentially, powerful learning tool. This paper investigates how we can embrace video to support improvements in teacher education. It will draw on innovative approaches to teacher education, developed by the Open University UK, in order to explore in more depth the potential of video. It will use case studies from three continents, and draw on research from different sources, in order to highlight the successes and the challenges. Looking across the examples presented, the paper will describe models of teacher learning and video use, and demonstrate that video can add value to teacher development activities provided that appropriate support and mediation, consistent with the pedagogy that is being promoted, is in place. Sustainable Development Goal 4 emphasizes the importance of improving the quality of the experiences that children have in school. This requires new models for teacher education, and has become an urgent issue. Video could be a significant part of the solution.

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.

Campus crisis management remains an understudied topic in the context of COVID-affected higher education. In this paper, we contrasted the ability to tame the wicked problems brought by the pandemic of COVID-19 in private and public universities in Bangladesh, Cambodia, Colombia, India, Kazakhstan, Uganda, and Ukraine. The cross-country analysis and diversity of institutional types allowed us to consider a wide range of challenges faced by academic leaders and their institutions during the global pandemic. By drawing on institutional policy reviews and interviews with university administrators, we have examined tensions between the human and institutional agencies on these crisis-stricken campuses given differing institutional coupling, sizes, resources, and missions. The focus on agential co-dependencies and institutional coupling lays the ground for conceptualizing campus crisis management as a culturally specific construct in the context of higher education affected by the global pandemic.

Pakistan was bifurcated and Bangladesh emerged as a sovereign state in 1971 after the culmination of a separatist movement that was raised on the basis of Bengali nationalism claimed on ethnic and cultural grounds. Since the pronounced demand as well as well-defined goal of the movement changed from autonomy to the separation only after Pakistan Army?s action on 25th March 1971 and also Awami League (AL) and Mujibur Rehman, the party and leader that spearheaded the separatist movement, got prominence as separatists after Agartala Conspiracy Case in 1966 the time and events of the origin of the Bengali Movement need to be looked for. This paper highlights the ideological origins of Bengali separatism even before the partition of India in 1947. It also finds out the early organisations which, when got matured in later decades, became instrumental in promotion of the Bengali separatist movement. The paper then examines the development which for the first time generated the cultural and lingual feelings as well as economic grievances that nurtured the Bengali separatist movement. Therefore main research question of the paper is when and how the Bengali Movement started.

This paper focuses on English teachers in Asia in the context of globalization, the global spread of English and the emergence of English as an "Asian language." It highlights the dilemmas facing these teachers in meeting the growing social demands of English proficiency in a technology-influenced, managerial and neoliberal education environment with limited expertise, skills and policy support. We locate the paper in language policy and planning (LPP) within which the concept of micro-level agency provides a critical lens. We draw on insights from several Asian countries including Bangladesh, India, Indonesia, Japan, Malaysia, Pakistan and Vietnam. We argue that while English teachers are found to exercise their agency to meet changing demands of English proficiency, this agency can be seen as the result of what we call "policy dumping" at the macro-level--i.e. education policymakers not paying due attention to the requirements of policy implementation but dumping down policies to educational institutions and English teachers for their implementation. We conclude the paper by suggesting implications for English language policies in Asian countries that respond to globalization and the dominant discourses of English in a globalized world.

Sustainable Development Goal Target 4.2.1 is monitored by determining the proportion of children aged 24 to 59 months who are developmentally on track in the domains of health, learning, and psychosocial well-being. UNICEF has developed a caregiver report measure, the Early Childhood Development Index 2030 (ECDI2030), to measure progress towards this target. This paper examines whether a newly developed tool, the Early Childhood Development Assessment Scale--Direct Assessment (ECDAS-DA) can add value to the measurement of Target Indicator 4.2.1 by complementing UNICEF's ECDI2030, and explores the psychometric properties of the ECDAS-DA. A total of 956 children (476 girls) aged 3 to 5 years from Bangladesh, China, India and Myanmar were administered the ECDAS-DA in individual sessions. Caregivers provided responses to a survey based on UNICEF's ECDI2030. Confirmatory Factor Analyses indicated that learning, health, and psychosocial well-being domains of the ECDAS-DA were three component parts of one underlying construct of early child development. Significant correlations between the ECDAS-DA and the caregiver-reported ECDI2030 survey were found in the learning and health domains but findings were mixed for the psychosocial well-being domain. Multiple measures of early development could be important in measuring SDG Target 4.2.1 and the ECDAS-DA has the potential to complement UNICEF's ECDI2030.

South Asian economies has witnessed very slow growth over the years and the gap has widened manifold between other nations of Asia particularly East Asian nations and South Asian nations. This paper examines co-integration between the economic growth and reach of higher education in South Asian nations explaining this disparity. The research employed an econometric panel co-integration investigation to analyse the long run relationship of higher education and economic growth among these nations. The research confirmed positive long run causality between the economic growth of the South Asian nations and gross enrolment ratio of higher education. So, if the South Asian nations continue with their existing pattern of paying less attention to higher education by allocating low share of investment on it, poor human capital formation would result in growing further economic disparity between developed and South Asian nations where rich nations would remain richer and poor nations would remain poor with the gap remaining unabridged. This research will serve as an aid to policy makers, educators and financers of South Asian nations to bridge the gap between high- and low-income nations. The focus on the quantum of spending on higher education by the government will help improve the reach of tertiary education and build economic prosperity in these nations.

The student engagement concept has been revolutionised so that students play an active role alongside staff members in determining their student learning experiences. Although the development of student--staff partnerships enhances student engagement and experience, empirical research on partnerships in Malaysia is scant. This paper contributes to the growing scholarly literature on such partnerships -- in particular, exploring postgraduate international students and staff members' partnership dimensions in extra-curricular activities at a research university in Malaysia. This qualitative study interviewed 33 postgraduate international students, 10 academic staff and 12 professional staff members. Based on the findings, the student-staff partnership model is well integrated into the extra-curricular activities: international students are invited to co-design and implement adjustment programmes for newly arrived international students. This paper also explores the multi-layered benefits of partnerships for postgraduate international students and for staff members. The implications of such partnerships for the university, international students and staff members are discussed.

The Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

Sustainable Development Goals (SDGs) are a universal call to action to end poverty, protect the planet, and ensure that all people enjoy peace and prosperity. To maintain the pace of development, local government institutions (LGIs) in many countries have started adapting innovative good practices. These practices are being generated as an offshoot of some projects, initiated by local governments, sub-national and/or national governments. However, these innovations are generally so closely associated, and depend so much on those projects, that once the projects officially phase out, the good practices also start falling apart. Those training institutions for LGIs in Asian countries are imparting training and applying participatory methodologies like peer learning. This enhances the capacities of the functionaries of the respective LGIs. However, the learning that emerges from the good practices, that have evolved, is often missed out in these course curricula, despite the fact that both the good practices and capacity for generating good practices, exist at the local level in the form of tacit learning. The Horizontal Learning Process (HLP) helps to overcome the inherent limitations of existing training methodology by capturing, upscaling, and nurturing tacit learning based on good practices. This paper highlights the concept and salient features of HLP, its evolution, process and steps, application areas, achievements and challenges--especially in the context of the SDGs and the role of LGIs.

COVID-19 pandemic has affected one and all in unison. Different sectors, including the educational sector, have been disproportionately affected in developing and the least developed nations. Against this backdrop, this paper, while considering the impact that the pandemic has had on the education sector in developing nations viz. -- India, South Africa, and Bangladesh, aims to bring to light the importance of teaching global mindset as there are several unique implications, challenges and opportunities that lie ahead for these nations. Using qualitative methodology, this research adopts an exploratory approach to understand how, among other things, the education sector can catalyze the development and teaching of a global mindset in the selected three countries and can be responsive even beyond. Ten semi-structured interviews have been conducted with "institutional heads/directors" across higher educational institutions in the nations under study to answer the research question that brings out three themes: global and local problem solving, resources, and international experiential learning and exposure toward developing a global mindset. Finally, while corroborating the findings of the research, the article also proposes a new definition of a "global mindset".

Purpose: It is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD. Design/methodology/approach: The study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student's "t"-test. Findings: The study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices. Research limitations/implications: Even though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study. Practical implications: Asia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years. Originality/value: The study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

The ongoing COVID-19 pandemic has seriously impacted countries across the globe. The pandemic has created a completely new teaching-learning environment of interaction for early childhood educators. In many countries, face-to-face teaching has been replaced by remote teaching, while in others, there have been intermittent lockdowns and limited interruptions to regular teaching norms. Given the play-based nature of preschool teaching-learning activities in most countries, educators are required to reimagine the sociocultural relationships to their pedagogical practices in their everyday teaching-learning contexts. This paper sheds light on educators' experiences and the dramatic shift in their indoor-outdoor teaching-learning environment due to the evolving health measures. The study draws on notions of teachers' identities and Vygotsky's cultural-historical concept of social situation of development (Vygotsky, 1994) to capture the new forms of relationships that early childhood educators experienced with their pedagogical environments across different countries during the pandemic. Data were collected from preschool teachers across five countries--Australia, Bangladesh, Norway, Singapore and India using online surveys which included open- and close-ended questions. Findings reveal the on-ground realities and teachers' adaptations to new pedagogies emerging across the five countries. The new digital environments provided an equally new dimension for change. These changes were seen in interactions, relationships within the everyday pedagogical contexts, as well as the shifting physical and social environment of early years educators.

ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online.

This paper summarises experiences of efforts made by twenty individuals when implementing small-scale ICT development projects in their organizations located in seven developing countries. The main focus of these projects was the use of ICT in educational settings. Challenges encountered and the contributing factors for implementation success of the projects are systematically investigated using interviews and follow up surveys. Results show that the typical limitations of technology and infrastructure were the key obstacles. The commitment of individual project managers in the role of "change agents" and organizational support in the were the strengths behind the success of the projects. Based on the outcome of this study, professional development of the change agents is a key factor for the success of projects. IT and infrastructure limitations contributed to the failure of the majority of the ICT related projects.

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.

Purpose: The need to increase women's access to extension has been extensively discussed. This paper assesses women's access to extension services through the Plantwise extension approach as a baseline for future comparison of women's access through other extension approaches. It also assesses whether crops that men and women farmers seek plant health advice on are similar or not, and attempts to disperse assumptions that continue to be made about what crops women and men grow. Approach: We analysed data from the Plantwise Online Management System for 13 countries using descriptive and inferential statistics. Findings: We show that the Plantwise extension approach enables higher levels of women's access than generally reported for agricultural extension, that the crops that women and men seek extension advice on is not gender dependent, and there are few clear distinctions between their crops of interest. Practical implications: There is limited literature studying gender inclusiveness in different extension approaches. The findings add to the documentation of assessing women's access to demand-driven extension. Theoretical implications: Plantwise is a new extension approach which needs to be assessed from spatial and temporal perspectives to understand whether demand-driven extension enables increased women's access over time. Originality/value: Extension service provision is often based on assumptions about what crops are being grown. Small studies have challenged these assumptions, but this large dataset enables us to test these assumptions more thoroughly across 13 countries adding to the weight of evidence against the existence of women's and men's crops.

Despite the growing number of international professional development programs, there is very little published research regarding the structures and effectiveness of these programs. This paper shares the design and development of the technology component of an international professional development (PD) program designed for secondary English as Foreign Language (EFL) teachers. Using a one-group, pre- and post-program design, the study examined how the technology component influenced participating teachers' technology knowledge and skills, and their attitudes and beliefs toward technology integration. The analysis of survey quantitative data indicated that participants' knowledge of, and skills using, various technologies were significantly increased by completing the program, whereas their attitudes and beliefs toward technology remained unchanged. Qualitative interview results revealed the types of barriers to technology integration. Implications and significance of the study were discussed.

This systematic review is built on the seminal work by the New London Group in 1996. Few endeavours have synthesized findings of empirical studies pertaining to the effects and challenges of multiliteracies practices in various schooling and geographical contexts. Through a five-point Likert scale and a deductive and inductive thematic analysis, we conducted a systematic review of 66 multiliteracies articles from the ProQuest® database. These studies were empirical, qualitative/mixed-method, and ranged from 2006 to 2015. Findings show a burgeoning number of multiliteracies studies occurring in 15 countries, with Canada being the most prominently involved. Our evaluation of the reviewed studies was generally favourable with strengths identified in researchers' articulation of pertinent theoretical frameworks and connections to existent literature. Our findings refer to insufficient information of data collection and data analysis in a certain number of papers. We also elaborate on major affordances, challenges, and oversights of the multiliteracies practices as reported by the reviewed studies and discuss implications for future multiliteracies research, policies on literacy education, and teacher education in diverse contexts.

In this work, we have investigated text readability in Bangla language. Text readability is an indicator of the suitability of a given document with respect to a target reader group. Therefore, text readability has huge impact on educational content preparation. The advances in the field of natural language processing have enabled the automatic identification of reading difficulty of texts and contributed in the design and development of suitable educational materials. In spite of the fact that, Bangla is one of the major languages in India and the official language of Bangladesh, the research of text readability in Bangla is still in its nascent stage. In this paper, we have presented computational models to determine the readability of Bangla text documents based on syntactic properties. Since Bangla is a digital resource poor language, therefore, we were required to develop a novel dataset suitable for automatic identification of text properties. Our initial experiments have shown that existing English readability metrics are inapplicable for Bangla. Accordingly, we have proceeded towards new models for analyzing text readability in Bangla. We have considered language specific syntactic features of Bangla text in this work. We have identified major structural contributors responsible for text comprehensibility and subsequently developed readability models for Bangla texts. We have used different machine-learning methods such as regression, support vector machines (SVM) and support vector regression (SVR) to achieve our aim. The performance of the individual models has been compared against one another. We have conducted detailed user survey for data preparation, identification of important structural parameters of texts and validation of our proposed models. The work posses further implications in the field of educational research and in matching text to readers.

This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in higher education policy, research or statistical data in the region. Our interview data suggest that leadership was frequently not an object of desire for women. Being associated with particular types of masculinities, leadership often carried a heavy affective load for those women who transgressed patriarchal socio-cultural norms and disrupted the symbolic order of women being led by men. Leadership was frequently perceived and experienced by women in terms of navigating a range of ugly feelings and toxicities that depleted aspirations, well-being and opportunities.

The study examines the possible predatory journals in Library and Information Science research in India, including the affiliation status of the authors publishing in those predatory journals, frequency of returning authors, and country-wise distribution of authors. The paper used Beall's list to find out the predatory journals in LIS published from India. Publication trends, affiliations of authors, and the status of the 22 LIS journals under the study were critically analyzed. The result shows that the predatory journals were diminishing slowly; in 2016, there were eight active journals, while in 2021, it was reduced to four journals. Similarly, the publication trends show that the highest number of articles (398) was published in the year 2015, and it was only 66 articles in 2020. It is revealed that academics hailing from state universities (42.88%) are the highest contributors to the predatory journals, followed by professionals from government colleges (16.76%). The results indicate that predatory publishing was rampant in the early years but declined gradually. Researchers from India have published the most articles, totaling 1760 (93%), followed by those from Nigeria (64, 3.3%), Bangladesh (10), and Saudi Arabia (eight articles). It is also revealed that 21.66% (n = 438) are returning authors who have published more than one article in the sample journals. The paper discusses the role of the government and especially the University Grants Commission (UGC) in curbing the menace of predatory publishing. The authors also discuss the possible role of library professionals in stopping the plague of predatory publishing. [ABSTRACT FROM AUTHOR]

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The sociology of culture is an important field that examines how societies create, maintain, and transform their cultural practices and beliefs. In the context of Bangladesh and India, this field is particularly relevant due to their rich and diverse cultural heritage. This paper explores the sociology of culture in these countries, focusing on cultural similarities and differences. Through a literature review of research from anthropology, sociology, history, and related fields, we will examine the historical background of cultural development in both countries, considering the impact of colonialism, nationalism, globalization, language, ethnicity, and religion. We will then present a comparative analysis of cultural practices, beliefs, and values, drawing on empirical data and case studies. This paper aims to contribute to our understanding of the sociology of culture in Bangladesh and India by shedding light on their diverse cultural heritage and exploring the ways in which cultural practices and values are shaped by historical, social, and political factors. By comparing the cultural similarities and differences between these nations, we hope to deepen our understanding of how culture is influenced by the broader social and political context. [ABSTRACT FROM AUTHOR]

Rohingya experiences of displacement and refuge are heavily gendered. Sexual and gender-based violence have been used as weapons against Rohingya women, men, girls and boys in Myanmar for decades. Trafficking and exploitation are rife on the flight out of the country, and host states such as India present their own gendered challenges to family survival and individual coping. In this paper, we examine how some of those violent and disruptive experiences have affected gender roles for individuals and families as they have fled Myanmar (often more than once) and sought refuge in India via Bangladesh. We present new insight into the dynamic subjectivity of Rohingya women as we show how, contrary to dominant depictions of passive victimhood, many have lead family migration across borders, taken up NGO/community leadership roles, or made the best 'home' possible within the limitations of the host context. This is because personal and family agency is sensitive to transitional opportunities and threats—i.e., gender norms of home and host contexts, interactions with host communities, and trust relations with NGOs, to name a few. Crucially, these social practices and experiences are not static or linear; they span generations and sprawling geographies. [ABSTRACT FROM AUTHOR]

This paper explores the impact of COVID-19 on shopping behavior in two neighboring developing economies: Bangladesh and India. While the previous studies investigating the impact of COVID-19 on shopping behavior have relied on Revealed Preference (RP) data, this paper combines RP and Stated Preference (SP) data to develop joint RP-SP discrete choice models. This makes it possible to quantify the relative impact of the situational contexts on the choice of shopping modes of households and to capture the associated heterogeneity arising from the characteristics of the households. Further, comparison of the data and the estimated model parameters of the two countries with substantial socio-cultural similarities provide insights about how differences in the state of e-commerce can lead to different levels of inertia in continuing the pre-COVID behavior. The results will be useful to planners and policymakers for predicting the shopping modes in different future scenarios and formulating effective restriction measures. [ABSTRACT FROM AUTHOR]

This research article examines the contest between indigenous forest-dwelling communities and settler colonial policy in post-Partition central India. According to official estimates, from 1961–71 the population of indigenous communities declined by nearly 50% in Dandakaranya within central India even as overall the population grew by a large margin during the same period. Despite perceptions of India as a post-colony committed to decolonization, this article examines how this state project, one of the earliest acts of governmentality, was deeply implicated in a settler colonial logic of elimination. Following the mass migration of Partition refugees in 1947 across newly demarcated borders, the Indian government earmarked Dandakaranya Forest as the site of a refugee resettlement project for lower-caste Partition refugees from East Bengal (now Bangladesh). Drawing on Lorenzo Veracini's notion of 'probationary settlers' as exogenous others without prior claims to land, refugees are understood within this argument as probationary settlers reliant on the state for their survival. Rather than narrating the biography of the state through its various experts and institutions, this paper foregrounds the perspective of the marginalized on their environment: displaced forest-dwelling indigenous communities and lower-caste (Dalit) refugees. [ABSTRACT FROM AUTHOR]

Bangladesh and India exchanged all of their 162 border enclaves in 2015 after 70 years of protracted negotiations. This paper offers an explanation as to why these enclaves were exchanged and why it took so long for the exchange to be executed. In so doing, I offer the concept of "symbolic spaces" to demonstrate that in postcolonial South Asia, enclaves gained oversized significance in nationalistic and territorial discourses. Such elevated significance effectively turned them into symbols of nationalism and territoriality, which played the major role in both their existence and their exchange. In explaining the exchange, I also contend that, although rare, states may exchange territories if it serves significant geopolitical and geo‐economic interests for the parties involved and if the exchange can be portrayed as a victory for the nation. This paper explains why the border enclaves of India and Bangladesh were exchanged. In so doing, it argues that these were symbolic spaces that overpassed their significance in the nationalistic discourses of these two states. [ABSTRACT FROM AUTHOR]

ESL/EFL teachers, especially those working in higher education, across the world were required to teach online after the spread on COVID-19. Many empirical studies have been conducted in the last 1 year to investigate various aspects of online teaching and learning of languages. However, online ESL teaching in South Asian contexts remains almost unexplored. This paper reports a multiple case study that aimed to bridge this gap and explore online formative assessment (FA) and feedback practices of three ESL teachers working in three universities in India, Bangladesh and Nepal. Data were collected through classroom observations, interviews and document analysis. The results indicate that all three teachers actively engaged their students in a variety of FA practices, although they did not use the obtained information from assessments properly and there remained many areas of improvement. Their feedback practices, which involved the integration of a few digital tools, were regular and student-friendly. The study is significant in that it is the first of its kind. Future researchers can conduct large scale studies to verify if the findings of the study are true for other university ESL teachers who are teaching online. [ABSTRACT FROM AUTHOR]

Background: As Bangladesh, India and Nepal progress towards visceral leishmaniasis (VL) elimination, it is important to understand the role of asymptomatic Leishmania infection (ALI), VL treatment relapse and post kala-azar dermal leishmaniasis (PKDL) in transmission. Methodology/ Principal Finding: We reviewed evidence systematically on ALI, relapse and PKDL. We searched multiple databases to include studies on burden, risk factors, biomarkers, natural history, and infectiveness of ALI, PKDL and relapse. After screening 292 papers, 98 were included covering the years 1942 through 2016. ALI, PKDL and relapse studies lacked a reference standard and appropriate biomarker. The prevalence of ALI was 4–17-fold that of VL. The risk of ALI was higher in VL case contacts. Most infections remained asymptomatic or resolved spontaneously. The proportion of ALI that progressed to VL disease within a year was 1.5–23%, and was higher amongst those with high antibody titres. The natural history of PKDL showed variability; 3.8–28.6% had no past history of VL treatment. The infectiveness of PKDL was 32–53%. The risk of VL relapse was higher with HIV co-infection. Modelling studies predicted a range of scenarios. One model predicted VL elimination was unlikely in the long term with early diagnosis. Another model estimated that ALI contributed to 82% of the overall transmission, VL to 10% and PKDL to 8%. Another model predicted that VL cases were the main driver for transmission. Different models predicted VL elimination if the sandfly density was reduced by 67% by killing the sandfly or by 79% by reducing their breeding sites, or with 4–6y of optimal IRS or 10y of sub-optimal IRS and only in low endemic setting. Conclusion/ Significance: There is a need for xenodiagnostic and longitudinal studies to understand the potential of ALI and PKDL as reservoirs of infection. [ABSTRACT FROM AUTHOR]

In today's crowded and water scarce world dispute regarding water sharing is ineluctable. Bangladesh and India, the two friendly neighboring countries of South Asia, are not an exception to it. Among the disputes between these two countries, the most important is the dispute concerning water sharing. They share 54 rivers between them and the main rivers are the Ganges, Brahmaputra, Meghna and Teesta. India as an upper riparian state always shows an unwillingness or reluctance to share the water of the rivers equitably and reasonably. Moreover, India follows the policy to control the natural flows of the international watercourse by constructing dams, installing power plants and by diverting the natural course of rivers without notifying the lower riparian country Bangladesh. As a result, there is a steady reduction of water flow in Bangladesh and during the lean season rivers become waterless. The aim of my paper is to assess these situations of water disputes under international law especially the water dispute concerning Teesta. The assessment will cover the principles of transboundary water resources management as envisaged in the customary international law; Helsinki Rules 1966; UN water Course Convention 1997 and judicial decisions in cases regarding international watercourses. In addition, the Ganges Water Treaty has also been taken into account. While concluding I have put my words for co-operation rather than confrontation to solve the Teesta water dispute. [ABSTRACT FROM AUTHOR]

Partitions are based on two fundamental assumptions: identity groups exist that can be located, named and categorized, and these categories are attached to distinct territories. Drawing on the Partition of British India, this paper analyses how the differences between the categories “Hindu” and “Muslim” were developed through narratives and events such as the creation of maps and censuses, the emergence of religious revivalist movements, and the use of violence. The article argues that the perception of sharp boundaries between what are termed “territorial groups of meaning” is the result of these events and narratives, not the cause of them. [ABSTRACT FROM AUTHOR]

India shares a nearly 4,096-km border with Bangladesh, of which roughly half is open. Of this, 2,217 km is in the state of West Bengal alone. Cross-border migration from Bangladesh has always been a preeminent concern between the two countries. The migration from Bangladesh has raised many political, economic, and security concerns for India. The change in this region's social and economic atmosphere has resulted in various security concerns, particularly in the Indian state of West Bengal, adjacent to Bangladesh. [ABSTRACT FROM AUTHOR]

• Three studies in India and Bangladesh use pro-WEAI to examine empowerment impacts of agricultural interventions and labor market changes. • Pro-WEAI shows potential in detecting empowerment impacts within the project lifespan. • Findings suggest the need for intentionality in designing women's empowerment projects. • It is important to collect data on both women and men to track progress toward both women's empowerment and gender equality. This introduction to a special section describes how a recently developed measure, the project-level Women's Empowerment in Agriculture Index (pro-WEAI) can be used to assess empowerment impacts of agricultural development interventions in India and Bangladesh as well as broader changes in rural labor markets. The special section comprises three papers. The first examines the impact of membership in self-help groups in five states in rural India on women's and men's empowerment and gender equality. The second presents experimental evidence from a pilot project in Bangladesh that provided trainings in agricultural extension, nutrition behavior change communication, and gender sensitization to husbands and wives together. The third investigates changes in women's roles within the jute value chain in the Southern Delta region of Bangladesh as household members migrate out of the study area and the availability of male labor declines. Although these papers focus on Bangladesh and India, pro-WEAI can be applied to impact assessments of agricultural development projects more generally. The three papers show both the usefulness of this new measure in detecting changes in empowerment indicators within the lifespan of a project and the value of having explicit empowerment objectives in agricultural development projects. The papers also demonstrate the value of having data on both men and women so that project designers can be more intentional about including both of them and monitoring outcomes for both to promote more gender equitable outcomes. [ABSTRACT FROM AUTHOR]

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Millions of people from India's northeastern state of Assam have to defend themselves against suspicions that they are illegal migrants from neighboring Bangladesh. I explore how one such group of individuals, who work as waste pickers in Delhi, protect their citizenship against the combined vulnerabilities of being Assamese, Muslim, and residents of an unauthorized slum. I show that they develop a split relation with the government, defined by a costly requirement to vote in their borderland villages, and by avoidance for all matters linked to everyday life. By working hard in an occupation shunned by everyone else, they seem to uphold this citizenship of extraordinary political obligation and minimal entitlement. But when this equilibrium unravels around the debt that they contract to pay for basic services and for the trip home to cast their ballot, the price of their condition determined by suspicion, is revealed. [ABSTRACT FROM AUTHOR]

Bangladesh's initiation of arbitration proceedings separately against India and Myanmar, under the United Nations Convention on the Law of the Sea (UNCLOS), resulted in the creation of a "grey area", having overlapping continental shelf and exclusive economic zone rights, between India, Bangladesh, and Myanmar. There are several examples of cooperative frameworks for management of overlapping maritime claims areas around the world, but no such mechanism exists in South Asia. The resolution of the grey area remains an impediment towards ensuring collective maritime security and comprehensive development of the Bay of Bengal. Being the biggest nation in the region, and with its "Neighbourhood First" policy and its promotion of Bay of Bengal Initiative for Multi-Sectoral Technical and Economic Cooperation (BIMSTEC) to harness shared and accelerated growth through mutual cooperation, India needs to take the lead in seeking a resolution of the grey area. [ABSTRACT FROM AUTHOR]

Migration has taken place throughout human history and continues to do so in the 21st century. In many recent instances, states that are destination of migration flows framed migration as a security issue, i.e. a threat to their citizens' livelihood, safety, and cultural identity. Discourses that securitize migration, thus criminalising immigrants, are not unique to the US and the EU, nor to South-North migration: they pertain to South-South migration as well. This article draws attention to a case of migration and border securitisation from the global South: the one concerning India-bound informal migration originating from Bangladesh. This, incidentally, is also the country of origin of large numbers of migrants that have made their way to Europe during the last decade. This article asks what are the consequences of a securitized approach in the framing and managing of borders and migration, and whether such consequences are worth or at all affordable to the countries involved in the securitisation. The article assesses the potential impact that securitized discourses have on Indo-Bangladeshi relations, as well as on the domestic politics of India and Bangladesh. It reviews the processes of the securitisation of the India-Bangladesh border and the criminalisation of the Bangladeshi migrants in India's contemporary domestic politics with reference to recent (2019-2021) events and current affairs. [ABSTRACT FROM AUTHOR]

Background: Experience of care is a pillar of quality care; positive experiences are essential during health care encounters and integral to quality health service delivery. Yet, we lack synthesised knowledge of how private sector delivery of quality care affects experiences of care amongst mothers, newborns, and children. To fill this gap, we conducted a systematic review that examined quantitative, qualitative, and mixed-methods studies on the provision of maternal, newborn, and child health (MNCH) care by private providers in low- and middle-income countries (LMICs). This manuscript focuses on experience of care, including respectful care, and satisfaction with care.Methods: Our protocol followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses. Searches were conducted in eight electronic databases (Cumulative Index to Nursing and Allied Health, EconLit, Excerpta Medica Database, International Bibliography of the Social Sciences, Popline, PubMed, ScienceDirect, and Web of Science) and two websites and supplemented with hand-searches and expert recommendations. For inclusion, studies examining private sector delivery of quality care amongst mothers, newborns, and children in LMICs must have examined maternal, newborn, and/or child morbidity or mortality; quality of care; experience of care; and/or service utilisation. Data were extracted for descriptive statistics and thematic analysis.Results: Of the 139 studies included, 45 studies reported data on experience of care. Most studies reporting experience of care were conducted in India, Bangladesh, and Uganda. Experiences of private care amongst mothers, newborns, and children aligned with four components of quality of care: patient-centeredness, timeliness, effectiveness, and equity. Interpersonal relationships with health care workers were essential to experience of care, in particular staff friendliness, positive attitudes, and time spent with health care providers. Experience of care can be a stronger determining factor in MNCH-related decision-making than the quality of services provided.Conclusion: Positive experiences of care in private facilities can be linked more broadly to privileges of private care that allow for shorter waiting times and more provider time spent with mothers, newborns, and children. Little is known about experiences of private sector care amongst children.Trial Registration: This systematic review was registered with the PROSPERO international prospective register of systematic reviews (registration number CRD42019143383 ). [ABSTRACT FROM AUTHOR]

Richly fossiliferous calc-argillaceous sediments interbedded between the carbonates of the 'Nummulitic series' and the sandstone-shale of the 'new series' around Nongkulang in the West Khasi Hills, Meghalaya, India, were originally designated as the Nongkulang hill series. The series was not considered as a formal unit due to the very thin succession and local nature of the sediments. In theGaroHills andKhasiHills, this lithosuccessionwas previously correlatedwith theKopili Stage, whose stratotype is non calcareous and largely unfossiliferous. Successive occurrences of late Eocene and early Oligocene foraminifera in the uninterrupted calc-argillaceous sediments in the Therria section suggest the presence of an Eocene-Oligocene boundary succession. Since the calc-argillaceous sediments closely resembled the Nongkulang series these were examined to determine whether the Nongkulang qualifies for an independent lithounit or a part of the Kopili Stage. The Nongkulang series was mapped and its stratigraphic sections measured via river and road outcrops in a stretch from the Someswari (= Simsang)River in theGaroHills to the Therria nala inKhasiHills. With definite lithocontacts, lateral continuity, and variation in lithology and fauna, the series is justified as a formal lithounit characterized by small size Nummulites, ooids and thin impure limestone beds, and divisible into lower, middle and uppermembers. It is redefined and described as theNongkulang Formation andassigned late Eocene to early Oligocene age based on integrated larger and planktonic foraminiferal biostratigraphy. Atentative Eocene-Oligocene boundary is documented in the middlemember. The associated Prang and Kopili formations are also refined and revised. The Nongkulang Formation corresponds to the Eocene-Oligocene transition and contains terminal Eocene biostratigraphic events. These new sites documenting the Eocene to Oligocene succession may be potentially useful to study sea level changes in NE India and adjoining Bangladesh. [ABSTRACT FROM AUTHOR]

Copyright of Politics & Policy is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)