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Background: Most health and developmental issues affecting young people are interrelated. However, few interventions address multiple behavioral domains simultaneously or are based on theories that encompass a holistic perspective of youth development. Aim: The purpose of this scoping review was to identify and describe the range of theory-based, multibehavioral health interventions aimed at improving two or more of the following behavioral youth outcomes: (1) sexual and reproductive health; (2) education and employment; (3) violence; and (4) substance use. Methods: Interventions conducted worldwide and published in English or Spanish between January 2000 and July 2020 were identified using four databases: PubMed, PsycINFO, LILACS, and SciELO. Results: A total of 11,084 articles were identified, of which 477 were retrieved and assessed for eligibility. Twenty-three articles (evaluating 21 interventions) ultimately met the inclusion criteria. Most interventions were conducted in the United States and addressed two behavioral domains of interest, although seven interventions incorporated three domains, and one incorporated all four. Substance use was the most common domain (16 interventions) but only in the United States/Canada, followed by sexual and reproductive health (14 interventions). All produced significant improvement in at least one outcome or for at least one subgroup of youth. The most common theoretical foundations were positive youth development and social learning theory. Conclusion: Integrated interventions that are theory based and evidence informed can support positive development and empower youth to make healthy decisions. Further efforts are needed to address structural and policy issues that affect young people's developmental opportunities and health outcomes.

Minimal research exists investigating the effect short-term international allied health internships have on subsequent higher-level internships. In occupational therapy, these internships are called fieldwork. Researchers completed a retrospective data analysis of the Level II Fieldwork evaluation scores of 274 occupational therapy students attending a Master of Science program. Final Level II Fieldwork performance evaluation scores were compared between one group of 212 students who completed a domestic Level I Fieldwork and 62 students who completed a faculty-led international Level I Fieldwork. An independent t-test comparing all areas of Level II Fieldwork performance revealed that students who attended an international Level I experience scored statistically higher in the Fieldwork II evaluation sections of basic tenets and intervention skills on their second Level II Fieldwork. The corresponding p-value for the basic tenets section was 0.020. Similarly, the average score for intervention skills was significantly higher in the international cohort with a p-value of 0.012. Results show statistical significance in two of the seven evaluation sections for students who completed a faculty-led international Level I Fieldwork supporting the active learning pedagogy that was applied during Level I Fieldwork. Findings provide evidence to support the hypothesis that international fieldwork experiences have a positive effect on student outcomes. Study results can be considered across professional disciplines.

This paper applies Information and Communication Technologies (ICT) as well as data analysis to gain a better understanding of the existing perception on the education system. 45,278 tweets were downloaded and processed. Using a lexicon-based approach, examining the most frequently used words, and estimating similarities between terms, we detected that a predominantly negative perception of the education system exists in most of the analysed countries. A positive perception is identified in certain low-income nations. Men exhibit a more positive sentiment than women as well as a higher subjectivity in some countries. The countries that exhibit the most positive perceptions India, Canada, Pakistan, Australia, South Africa and Kenya are also those that manifest the highest subjectivity.

Programs that provide lower-skill employment are a popular anti-poverty strategy in developing countries, with India's employment guarantee program (MGNREGA) employing adults in 23 percent of Indian households. MGNREGA has reduced rural poverty, but some have raised concerns that guaranteeing lower-skill (or uncredentialed) employment opportunities may discourage investment in human capital and long-run income growth. Using large-scale administrative data and household survey data, I estimate precise spillover impacts on education that reject substantive declines in children's education from the government's rollout of MGNREGA. Further, I estimate these small negative impacts are inexpensive to counteract, particularly compared with MGNREGA expenditures on rural employment and poverty alleviation.

We have good reason to predict that a warming climate will produce more conflict and violence. A growing contingent of researchers has been examining the relationship in recent years, and they've found that hotter temperatures and reduced rainfall are linked to increases in conflict at all scales, from interpersonal violence to war. Children are especially vulnerable to conflict, Richard Akresh writes. In addition to directly exposing children to violence and trauma, conflict can tear families apart, displace whole populations, interrupt schooling, cut off access to health care or food, and eliminate the jobs that families depend on for a living. Children caught in a war zone may suffer physical injuries, malnutrition, developmental delays, and psychological damage, with effects on their physical health, mental health, and education that can persist into adulthood and constrict their ability to make a living. Moreover, those effects can spill over to the next generation and beyond, damaging the affected countries' ability to develop human capital. The likelihood that rates of conflict will increase on a hotter planet, then, poses a serious threat to children's wellbeing--especially in poorer countries, which already see the most wars and other conflicts. Unfortunately, Akresh writes, we still poorly understand the mechanisms that link climate to conflict, and we have almost no evidence to tell us which types of policies could best mitigate the effects of climate change-related violence on children.

"If you cannot go to school, the school comes to you." Project Anakuran (the Hindi word for germination) is an innovative design which seeks to provide formal education through Information and Communication Technology (ICT) to the children of migrant construction labourers based at medium and large construction sites in urban locales. The study addresses the right to free and compulsory education for Indian children between the ages of 6 and 14 years in purview of the implementation of the Right to Education Act 2009. It is also an initiative to promote public-private partnership to fulfil the second Millennium Development Goal aiming to achieve universal primary education by the year 2015.

In this paper, using the "2005-2006 National Family Health Survey" dataset from India, we study the likelihood of a school-age child working, combining work with schooling or being idle, rather than attending school full time. Our analysis finds that with the inclusion of household chores in the child labour definition, boys are significantly more likely than girls to be full-time students and significantly less likely to be working, being idle or combining school and work. There are also significant regional differences, with children from the north-eastern states significantly more likely to be in the idle category rather than in school. The likelihood of being in the idle category is also significantly higher for older children, children with pre-school age siblings, urban children, Muslims and children from Scheduled Tribes. Finally, parental education, household wealth and land ownership are significantly and negatively correlated with the likelihood that the child is working, but land ownership does increase the risk of a child combining work and schooling.

This article offers an interconnected, grounded understanding of how two Gandhian endeavours in the city of Ahmedabad in Gujarat, India, make us rethink the notion of "education" in terms of civic and communal engagement. Drawing on local, vernacular ways of living, learning, being, reasoning, and believing--in this case Gujarati--I show how these endeavours engage in civically minded projects in the wake of two devastating events in the city, namely a massive earthquake in 2001 and horrendous Hindu-Muslim riots in 2002. The exploration is intended to not only move us all toward rethinking traditional notions of "education," but toward offering insights into how critical practice functions in non-Western contexts.

Notes that street life for children and adolescents in India provides few cognitive developmental opportunities that would lead to a better life, but does provide survival and crisis coping skills. Presents findings from a study of 100 street children and adolescents who return home every evening; the subjects work, interact with peers, and have generally positive relationships with parents. (LBT)

Parental involvement in educating children remains a crucial first step in building an informed citizen. It becomes a routine matter for children to follow the footsteps of educated parents. However, for the first-generation learners, e.g. particularly vulnerable tribal groups (PVTGs), it is an arduous task because they belong to the least developed communities in India, with poverty and illiteracy forming the base of their existence. This paper examines the extent of involvement PVTG parents have in educating their daughters and identifies ways for improvement. Findings based on this original study suggest that the parents realise involvement, but their knowledge of involvement differs from the general population and the Western context. Hence, the study proposes four types of Cs to integrate their involvement: Concern, Communication, Condition, and Cooperation. [ABSTRACT FROM AUTHOR]

Introduction: The COVID-19 outbreak disrupted the nursing education across the world. The nursing students faced many challenges in their learning process. Objective: The study explored the experiences and challenges faced by nursing students who had virtual education in India. Methods: The study adopted an exploratory sequential mixed-methods design. The study was conducted as two phases. Phase 1: Qualitative data were collected using direct focus group interview with 18 students. Phase 2: Quantitative data were collected from 477 students using a Likert scale prepared by the investigators of the study on challenges experienced by nursing students on their education. The analysis was done using the descriptive and inferential statistics and thematic analysis. Results: Phase 1: The analyzed data produced seven themes and 10 sub-themes; (1) technical issues—a concern, (2) regular rhythm in educational training—but not complete, (3) stress and strain, (4) evaluation—a concern, (5) communication, (6) comfort zone, and (7) easy distraction. Phase 2: Majority of the students (54.71%) experienced high-level challenges with the nursing education during pandemic. The overall mean and SD of all the domain-wise challenges were 103.39 + 7.11 with the range from 30 to 150. The mean and SD with educational challenges were (20.27 + 3.04), environmental challenges (6.92 + 1.66), communication challenges (17.61 + 4.01), technical challenges (17.39 + 3.75), evaluation challenges (7.09 + 1.94), physical and mental challenges (20.47 + 4.33), career challenges (7.06 + 1.91), and financial challenges (6.61 + 2.1). The demographic variable gender (P = 0.045) showed a statistically significant association with the challenges. Conclusion: Considering the experiences and challenges faced by the nursing students, the nursing administrators shall design educational strategies to mitigate these challenges in nursing education during a pandemic. Implication: Virtual nursing education offers flexibility in teaching and learning, self-paced learning opportunity, lower the costs, career advancement, comfortable learning environment, more opportunities for participation, easier to track documentation and improves skills in technology. Therefore, the challenges in virtual nursing education should be lessened to have successful teaching learning experiences. [ABSTRACT FROM AUTHOR]

With the recent enactment of the National Nursing and Midwifery Commission (NNMC) Act, 2023, significant changes are anticipated in the scope of practice and autonomy for registered nurses and midwives in India. However, alongside these anticipated advancements, concerns have emerged regarding various aspects of the Act, necessitating critical examination. In this article, we aim to explore expected changes in nursing education and service and concerns about the NNMC Act, providing insights into the implications of the NNMC Act on the regulation and advancement of the nursing and midwifery profession in India. The Act is anticipated to introduce uniform standards, implement entry and exit examinations, recognize midwifery as a distinct discipline, and determine the scope of practice for nurses and midwives. Moreover, the implementation of the Nurse Practitioner Program and guidelines for its limited prescribing authority is anticipated. Concerns exist regarding the composition of the commission and board members, adequate stakeholder representation, lacking provisions for ensuring continued competence, working conditions of nurses and midwives, nomenclature, integrating new terms, and clearly defining roles. These concerns emphasize the need for viable career pathways, uniform cadres, and a streamlined registration system, crucial for advancing nursing and midwifery profession in India. The coexistence of concerns and anticipation highlights the complexity of enacting regulatory reforms in nursing and midwifery. Policymakers can lay the foundation for a comprehensive, inclusive regulatory system that promotes excellence in nursing and midwifery practice, ultimately benefiting both healthcare providers and patients. [ABSTRACT FROM AUTHOR]

Agricultural production in developing countries is heavily rainfall dependent. Any unexpected variation in rainfall can affect the welfare of households. Using unit record data from India, this paper shows that households can insure against agricultural productivity (rainfall) shocks. Evidence suggests that they do so by varying the time allocation of individual members to different activities, particularly to regular wage work and human capital accumulation. There is a gender‐differentiated aspect to this response. Rainfall shocks adversely affect women's human capital accumulation. While there is no evidence that households use participation in NREGS to insure against rainfall shocks, the availability of NREGS helps reduce the impact of rainfall shocks on human capital accumulation. [ABSTRACT FROM AUTHOR]

Social network members play a crucial role in shaping one's health. Children can be considered the most proximal members of one's social network; thus, the upward transmission of human capital from children to parents could be expected. Using nationally representative data from the Longitudinal Ageing Study in India (LASI, 2017-2018), this study investigated the relationship between children's education and parental depression among Indian older parents. The study also explored gender differences and potential mediating factors in the relationship between children's education and parental depression. Children's education was found to be significantly associated with parental depression, meaning that parents of well-educated children had significantly lower odds of depression than their counterparts. The association between children's education and parental depression did not differ significantly depending on the parent's sex. Life satisfaction, self-rated health, and parents' health status were found to be significant mediators of the relationship between children's education and parental mental health. Based on the findings of this study, it can be concluded that children's education might be a potential factor in shaping the mental health of elderly parents in India. [ABSTRACT FROM AUTHOR]

Using data from 60 countries, we measure how much couples agree on sex preferences for children and whether differences in sex preferences are associated with gender gaps in children's education. Results show extensive disagreement in sex preferences for children, with husbands far more likely to want more sons but their wives more likely to prefer having equal numbers of boys and girls, wanting more daughters, or having no preference. India has the highest share of agreement on sex preferences (59 percent), and Niger has the lowest (32 percent). The association between couples’ sex preferences and gender gaps in education differs considerably by country. In some countries, girls have worse outcomes when their parents agree on son preference and better ones when parents agree on daughter/no preference. But there are numerous counter‐examples as well. Gender gaps in education appear more often when wives hold son preference but not their husbands than the reverse combination. Agreement on daughter/no preference is the only category that is systematically associated with better outcomes for girls relative to boys (although even here there are caveats). Balanced preference (wanting as many boys as girls) is an ambiguous category with heterogenous patterns in terms of educational gender gaps. [ABSTRACT FROM AUTHOR]

This paper analyses the development of UNESCO's Mahatma Gandhi Institute on Education for Peace and Sustainable Development (MGIEP), examining its record from global, national and institutional perspectives. The global perspective encompasses challenges to UNESCO's attempts to articulate a distinctive, humanistic vision in competition with other multilateral bodies. The national perspective relates to India, which hosts MGIEP, provides the bulk of its funding and exerts significant influence over its governance. Consideration is also given to the relationship between MGIEP's work and Mahatma Gandhi's ideas. Finally, the institutional perspective relates both to the author's own experience with MGIEP, and to information gained through interviews with others involved with the institute. It is argued that MGIEP's story illuminates challenges to attempts, within India and internationally, to sustain a humanistic vision of education in the face of powerful countervailing interests. [ABSTRACT FROM AUTHOR]

Secondary and High School students are usually adolescents, most of them in the urban areas and metropolitan cities are aware about the existence, various opportunities, career paths and advancements of the space industry. They are constantly updated, given they have access to quality and organized education models and a competitive environment. Although, the students in the rural areas who are equally ambitious and talented yet are not fortunate enough to have access to the state of art facilities like the counterparts. Even if they try and gain access with their self-interest, they do not have the motivation to sustain the passion, given their lack of clarity in subject, lack of awareness about engaging in various ways and fields in space other than technological related and mainly lack of driving force. The purpose of this paper is to develop and present an education model, exclusively for the high school students of the rural areas and inculcate sustainable passion for space. As opposed to the primary school students, the secondary school students have a consciousness of the space industry. This paper will talk about various plans and strategies, that will allow them to gain exposure, guide them about the existence of different career paths which are not entirely technological related, yet are still essential in the space like, administrative framework for example. This opens a new dimension in their brain helping them realize how they can be part of the industry in countless ways, and this shall assist them in being on the right track to space. In addition to, hosting creative space themed exhibitions, fun and engaging model design competitions, workshops, all of these would widen their knowledge boundaries and help them challenge their skills. A real time case study example from a school located in the rural southern of India shall be focused on this paper. Including data from a survey thereby the results, with action plans shall be presented in detail, which will aid in the analysis of the need, feasibility, and long-term sustenance of this approach and the requirement to scale it over different rural areas globally. • Need for improvised education models in rural areas elucidated, with data collection. • Data analysis and correlation of space education awareness, for high school students across two geographical locations. • Readily executable action plans age groupwise, for real-time education models in remote areas globally. [ABSTRACT FROM AUTHOR]

The present study was conducted from June-July, 2021 in online mode and a questionnaire was designed at the Department of Food Science and Nutrition, College of Community Science, G. B. Pant University of Agriculture and Technology, Pantnagar. The study aims to find an association of perceived stress with socio-demographic factors, health profile and physical activity among Indian adults during the second wave of COVID-19. Data on perceived stress was collected through an online cross-sectional survey of 1933 Indian adults based on the Perceived Stress Scale (PSS). Multivariate ordinal regression was conducted to identify the predictors of perceived stress. Indian adults were moderately stressed, with a mean PSS score of 19.7±5.5 during the crisis time of COVID-19. The study population remained moderately active (59.3%) during the lockdown period. Perceived stress was negatively associated with age, education, income, and physical activity and positively associated with random blood sugar levels and sitting time. Odds of perceived stress increased with female gender, separated marital status, having one child or adolescent in the family, graduate or postgraduate as the educational status of the family's head, and increased sitting time. High educational status, retirement, regular employment, middle or lower-class social class, and high physical activity level were negative predictors of perceived stress. The current investigation highlights the role of multiple factors in the perception of stress and the need for tailored interventions for vulnerable groups focusing on education and physical activity. [ABSTRACT FROM AUTHOR]

Introduction: Medical students are expected to provide compassionate and empathic care to their patients. Empathy is a crucial component of the doctor-patient relationship. The Triguna theory is a fundamental concept in Hindu philosophy that describes three inherent qualities of nature: Sattva, Rajas, and Tamas. Each individual has a unique combination of these qualities, which shapes their personality and behaviour. However, the relationship between Triguna personality and empathy in medical students has not been explored in depth. Aim: To examine the association between Triguna personality and empathy in medical students. Materials and Methods: The present study was a crosssectional questionnaire-based survey conducted among firstphase medical undergraduates in the Department of Physiology, Rama Medical College Hospital and Research Centre, Kanpur, Uttar Pradesh, India from July 2024 to August 2024. A total of 122 medical students participated in the study. The Vedic Personality Inventory (VPI) was used for assessing personality, and the Brief form of Interpersonal Reactivity Index (B-IRI) was used for assessing empathy. Correlational analysis and an unpaired student's t-test were performed. Results: There were 122 subjects; the proportion of male and female students was 52 (42.6%) and 70 (57.4%), respectively. The mean± Standard Deviation (SD) age was 20.43±1.23 years. Sattva score was positively correlated with Perspective-taking (PT) (r=0.193, p<0.05) and negatively correlated with Personal Distress (PD) scores (r=-0.322, p<0.01). Tamas scores were positively correlated with Fantasy (FT) (r=0.251, p<0.01) and PD scores (r=0.401, p<0.01). Female participants demonstrated significantly higher mean scores as compared to males in Empathic Concern (EC) (16.9±2.681 vs. 14.730±2.951), PT (15.442±2.618 vs. 14.038±2.779), and PD (13.552±2.776 vs. 12.288±3.291) in the present study. There was no significant difference in Sattva, Rajas, and Tamas scores between males and females. Conclusion: The study explores the association between the VPI traits, such as Sattva, Rajas, and Tamas, and empathy measures. Sattva shows a positive correlation with Perspective Taking (PT) and a negative correlation with PD, indicating that individuals with higher Sattva scores are likely to exhibit better social competence and emotional stability. Additionally, gender differences were observed in empathy scores, with females scoring higher than males in PT, EC, and PD, emphasising the relevance of considering personality traits in medical education to foster empathic skills among healthcare professionals. [ABSTRACT FROM AUTHOR]

The Metaverse incorporates the immersive benefits of online technology to achieve a digital approach to learning in higher education, and within it, sub-verses are being born, that is, the Eduverse System (ES). Educational institutions, such as Pearl Academy, see more investment in this and are now looking to apply platforms such as the ES to current practices in teaching, learning, and training. However, employing Eduverse for classroom teaching will not be a quick process and comes with many challenges. This research contributes to the existing body of literature on the examination of learners' perceptions of the incorporation of the Eduverse System into existing pedagogical approaches across all five campuses of Pearl Academy in India. The research model embraces the adoption of four variables that consider diverse aspects of this predicted migration by higher education learners, that is, willingness, perception, convenience, and capability, which will help gauge student responses in relation to the level of satisfaction and intention to adopt ES. Empirical conclusions are calculated by means of an online questionnaire using a 5-point Likert scale, with a sample size of 500 students from the fashion design programs offered at Pearl Academy. Factor and regression analysis tools, including weighted average score and mean score, help to analyze findings and to ascertain the level of satisfaction in students. [ABSTRACT FROM AUTHOR]

In the recent literature on the regulation of private schools by the state, Tooley argues that the state should refrain from such a practice. The important reasons for this view are that the state regulations are impractical and do not foster an entrepreneurship attitude. He prefers the implementation of a self-regulating mechanism for the private schools. We find that Tooley's argument of private institutions functioning without state intervention, in the Indian context of primary education, is inappropriate. The reasons are: (i) the state has a duty to provide education and this cannot be done without state's intervention. (ii) If the end-users in the market themselves demand state intervention, then Tooley has to accept it as it is the demand from the market and in the Indian context, the parents do demand state interventions and (iii) there is an incompatible interest between the private and state institutions on education and hence require state's intervention. On these grounds, we argue that in India the state needs to regulate the private schools, especially for primary education. In the absence of such regulations, these private schools may focus on maximising their interest rather than ensuring justice in education. [ABSTRACT FROM AUTHOR]

This study explores regional differences in wage inequality in India and examine various contributory factors for increasing disparities in wages across different regions in India. Using data from the India Human Development Survey (IHDS) 2011–12 and employing RIF regression methodology, the study investigates the influence of the level of education, experience, English and computer skills, gender, age, religion, and other background characteristics on wage inequality. The findings reveal that higher education levels, experience, English, and computer skills significantly contribute to wage disparities across regions. The study highlights the importance of addressing these factors to promote greater equity and inclusivity in the labor market. [ABSTRACT FROM AUTHOR]

This cross‐sectional study utilizes data from the 2019 India Time‐Use Survey to examine the relationship between education and the gender gap in unpaid care work among married couples in India. Results from the Ordinary Least Squares (OLS) regression demonstrate a paradox where more educated or equally educated wives tend to spend more time on unpaid care work compared to their husbands. Women from marginalized backgrounds face a heightened burden of unpaid uare work, while employment status emerges as an important factor that reduces the gender divide in unpaid care work. The Karlson, Holm, and Breen (KHB) decomposition analysis reveals that employment and other personal and household factors account for 22.86% and 43.15% of the total effect on time spent on unpaid care work for wives who have the same as or higher level of education than their husbands, respectively. These findings bring to light the continued issue of gender inequality in India and emphasize the need for reforms in care work and the labor market. [ABSTRACT FROM AUTHOR]

Despite progress in reducing rates of early marriage, it is still a widespread practice in India accounting for 30 per cent of the world's early marriages. Understanding its impacts is thus of high importance to global gender equality goals. This article examines the impact of early marriage on multi-dimensional aspects of well-being: life satisfaction, subjectively assessed health and educational attainment. Difference-in-differences analysis with propensity score matching examines causal effects using Young Lives Study data. The analysis shows women who married early experience a trajectory of lower life satisfaction which is in evidence before marriage, even at age 12, persisting until the latest survey at age 22. There is no evidence of a causal negative effect of early marriage on life satisfaction; the relationship is more complicated, linked to trajectories of deprivation which commence from a very young age. In contrast, early marriage negatively affects women's self-reported health and educational attainment by age 22. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic has exhibit deep stress all over the world. Despite recent speculative suggestions of poorer psychological state in all age in India, since the beginning of the pandemic, there are no systematic efforts to help consequences. This research tried to report on the content of effect of lockdown on individual economy in Luck now city, those who could also be notably liable to negative emotions alongside news on the impact of corona virus on their lives. These impacts consecutively related to negative have an effect on. Participants' high worries centred on economy attainments, social and recreational activities, and physical health. A lot of females than males disturbed regarding educational attainment and physical health whereas a lot of males disturbed regarding economical, social and recreational activities. Thus, Indian individuals report important impact of the pandemic on varied aspects of their life and area unit notably disturbed regarding economical and educational attainments, social and recreational activities and physical health. During pandemic and lockdown people lost their jobs, their business were closed, they have had no option for their livelihood They were suffered from more stress. They were panic to thought about how to move their family life. How to secure their family. Thus Pandemics are extremely impactful and endangering the protection and traditional functioning of the community. [ABSTRACT FROM AUTHOR]

Background: Severe acute malnutrition (SAM) is a grave form of undernutrition that has been recognized as a medical and social disorder. Various factors contribute to the development of SAM, but the impact of maternal education on the nutritional status and development of the child is of paramount importance since focused interventions in this aspect can yield promising results. Aims and Objectives: The aims and objectives of the study are to assess the impact of maternal education on the development of children with SAM. Materials and Methods: A total of 125 SAM children in the age group 12-30 months were enrolled in this prospective observational study from among those admitted to the nutritional rehabilitation center of a tertiary care center in central India. The developmental status of SAM children was assessed using the Developmental Assessment Scale of Indian Infants. The association of maternal education with the development of SAM children was analyzed. Results: Overall developmental delay was observed in 44.8% of SAM children, whereas motor and mental development delay was noted in 45.6% and 44% of SAM children. The maternal education level was significantly associated with the overall development of the SAM child. (P=0.043 for motor development, P=0.017 for mental development, P=0.023 for motor developmental delay). Conclusion: Maternal education plays a key role in improving the developmental status of SAM children, who are more prone to developmental delays across various domains. Efforts toward enhancing maternal education, especially knowledge regarding child nutrition and development, can reduce the incidence and improve the management of SAM in children. [ABSTRACT FROM AUTHOR]

Girls' education has for many decades been central to the global development agenda, due to its positive impact on girls' health and wellbeing. In this paper, the authors revisit boys' attitudes, behaviours and norms related to girls' education, following the Samata intervention to prevent girls' school dropouts in Northern-Karnataka, South India. Data were collected from 20 boys in intervention villages before and after the intervention, and analysis was undertaken using a thematic-framework approach. Findings suggest that while boys did hold some attitudes and beliefs that supported girls' education and delayed-marriage, these remained within the framework of gender-inequitable norms concerning girls' marriageability, respectability/family-honour. Participants criticised peers who sought to jeopardise girls' respectability by teasing and community gossip about girls-boys' communication in public. Boys who rejected prevailing norms of masculinity were subjected to gossip, ridicule and violence by the community. Boys' attitudes and beliefs supported girls' education but were conditional on the maintenance of gendered hierarchies at household and interpersonal levels. Social norms concerning girls' honour, respectability and the role of boys as protectors/aggressors appeared to influence boys' response to girls' school dropouts. Future interventions aiming to address girls' education and marriage must invest time and resources to ensure that intervention components targeting boys are relevant, appropriate and effective. [ABSTRACT FROM AUTHOR]

This paper examines the extent to which an initiative in India, namely EdTech Tulna, has been able to move towards decolonization of EdTech by shaping the discourse around the adoption and use of good quality and contextual educational technology solutions for Indian learners. Set up as a collaboration among researchers, practitioners, teachers and governments, EdTech Tulna aims to encourage the selection of EdTech solutions that are appropriate for the community they are designed for, rather than adopting solutions that market themselves or those that have been successful in Western countries. The paper adopts the lens of justice-oriented design and first critically examines the design of the EdTech Tulna index. Then, it examines the success and hurdles of the collaborative efforts towards the implementation of contextualized and evidence-based solutions in the ecosystem. By analyzing stakeholder interviews and meeting notes, this paper addresses two questions. First, how does Tulna assist in identifying quality contextual solutions that are likely to enhance the learning of children in India? Second, how do state government officials and practitioners collaborate with researchers to use research-based standards for selecting such solutions? The discussions outline the progress and draw a broad contour of the road ahead. [ABSTRACT FROM AUTHOR]