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Over the past few decades, many Southeast Asian governments have promoted English language education (hereafter ELE) as a linguistic pathway for developing human capital and improving global economic competitiveness of their nations. However, Kirkpatrick (2017. Language education policy among the Association of South East Asian Nations (ASEAN). "European Journal of Language Policy," 9(1), 7-25. https://doi.org/10.3828/ejlp.2017.2) raises a valid concern that if the current language education policy of teaching only the national language plus English is retained in Southeast Asian polities, future multilinguals in the region will likely be transformed into bilinguals with proficiency in the national language and English. While instrumentalist discourses have shaped ELE policy in the region, the current status of English has also been facilitated, to a large extent, by a set of common ELE 'fallacies' [Phillipson (1992). "Linguistic imperialism." Oxford University Press]. This paper seeks to firstly address the ideological fallacies of ELE that underlie the pursuit of English. We then call for a reorientation towards viewing multilingualism-as-resource(s), and propose a 'Na/ver/in' multilingual model for Southeast Asian primary education. This model seeks to promote the combined use of the (na)tional language, (ver)nacular language(s)/regional lingua franca and (in)ternational language for primary education. We further argue that the way forward is a more balanced, inclusive, socially equitable and ethical approach to language policy and planning, informing the Naverin model.

Science capital has proved a valuable concept for understanding a person's science-related resources and the inequities linked to participation in science education. The concept was developed in the UK and has since been applied worldwide. In this paper, we investigate the potential of the concept in Denmark. Here science capital meets a concept that is pivotal to the educational tradition: "Bildung." We explore these two concepts, illuminate their blind spots, and point to potentials of how they may improve on each other. Our key argument is, that while science capital reveals inequities within participation in science education, the argument for why participation is important is often linked to aspirations, or 'to become part of science'. "Bildung," however enables a focus on the 'why' of science participation by adding how engagement with science affects the understanding of who we are and of our relationship with the world. "Bildung" further helps us reflect on how we may address key problems facing our societies. Based on the concept of science capital we critically reflect on issues of inequities in "Bildung," and of who has access to "Bildung." In conclusion, we argue for a convergence of these two concepts when understanding science participation.

Drawn on the notion of linguistic entrepreneurship (De Costa, P., Park, J. S., & Wee, L. (2016). Language learning as linguistic entrepreneurship: Implications for language education. "Asia-Pacific Education Research," 25(5-6), 695-702, De Costa, P., Park, J. S., & Wee, L. (2019). Linguistic entrepreneurship as affective regime: Organisations, audit culture, and second/foreign language education policy. "Language Policy," 18(3), 387-406, De Costa, P., Park, J. S., & Wee, L. (2021). Why linguistic entrepreneurship? "Multilingua"), this study extends the field of inquiry of neoliberal language learning by exploring Chinese as an international language. Based on a large-scale ethnography of Myanmar university students in China conducted between September 2013 and July 2017, this paper reports on a qualitative inquiry on how the neoliberal discourse permeates Myanmar students' language exploitation to enhance their worth and maximise their opportunities. Findings show that Chinese learning constitutes the formation of a neoliberal self through the valorisation of multilingual competence. However, the study demonstrates that the enactment of multilingual entrepreneurship only values certain languages, which aligns with the neoliberal logic of convertibility for the China-and-Myanmar communication market. The study also reveals that access to entrepreneurial ambitions through Chinese learning opportunities is largely constrained by citizenship status, socioeconomic conditions, and the fast-evolving demands of linguistic markets within and across national boundaries. The study concludes with some implications for language policy and language education.

This article revisits the Mincer earnings function and presents comparable estimates of the average monetary returns associated with an additional year of education across different regions worldwide. In contrast to the traditional Ordinary Least Squares (OLS) method commonly employed in the literature, this study applied a cutting-edge approach known as Support Vector Regression (SVR), which belongs to the family of machine learning (ML) algorithms. SVR is specifically chosen to address the bias arising from underfitting inherent in OLS. The analysis focuses on recent data spanning from 2010 to 2018, ensuring temporal homogeneity across the examined regions. The findings reveal that each additional year of education, on average, yields a private rate of returns of 10.4%. Notably, Sub-Saharan Africa exhibits the highest returns to education at 17.8%, while Europe demonstrates the lowest returns at 7.2%. Moreover, higher education is associated with the highest returns across the regions, with a rate of 12%, whereas primary education yields returns of 10%. Interestingly, women generally experience higher returns than men, with rates of 10.6 and 10.1%, respectively. Over time, the returns to education exhibit a modest decline, decreasing at a rate of approximately 0.1% per year, while the average duration of education demonstrates an increase of 0.16 years per year (1% per year). The application of the state-of-the-art ML technique, SVR, not only improves the accuracy of estimates but also enhances predictive performance measures such as the coefficient of determination (R[superscript 2]) and Root Mean Square Error (RMSE) when compared to the OLS method. The implications drawn from these findings emphasize the need for expanding university education, as well as investments in primary education, along with significant attention toward promoting girls' education. These findings hold considerable importance for policymakers who are tasked with making informed decisions regarding education expenditure and the implementation of education financing programs.

This study demonstrates ways that geopolitics may interfere with the pursuit of global science. In particular, the study sought to understand the impact of the U.S. Department of Justice's China Initiative on the U.S. scientific community, especially among those of Chinese and other Asian descent. Based on a survey of about 2,000 scientists in top U.S. research universities, findings show a consistent pattern of neo-racism, neo-nationalism, and the consequences for future international collaborations and maintaining highly skilled talent. The findings show how neo-racism and neo-nationalism may be sabotaging the efforts of the U.S. to be globally competitive.

As global neoliberalism continues to take root, States aim to produce linguistically-skilled human capital to gain an advantage within highly-competitive market conditions. With this relationship in view, English language proficiency constitutes a 'rational' educational pathway for national and personal-level success within an outwardly meritocratic knowledge economy. Yet, in Japan, as in many other locales, English has been accused of strengthening pre-existing power relations. Accordingly, this inquiry draws on Bernstein's "pedagogic device," to address the nested fields of "production," "recontextualisation," and "reproduction" shaping educational practice. Regarding "production," normative OECD discourses framing essential key competencies favour an epistemic hierarchy privileging the orthodoxy of free-market capitalism. Through unequal pedagogic reform, meanwhile, the "recontextualisation" of regulatory discourse limits valued forms of knowledge to learners attending prestigious mass-market institutions. This, in turn, holds implications for "reproduction." Through recognition and realisation, the classification and framing of English as a 'valid' knowledge privilege students from middle-class households. The appropriation of English as a 'rational' contact point for global communication, business, and finance thereby risks obfuscating the socio-economic order determining its practice.

In response to the persistent indeterminacy -- and the salient discontents -- surrounding the innovation-centred reporting in the global university-industry collaborations, this study seeks to investigate the reporting of innovation results in Norwegian centres for research-based innovation (SFIs). Based on a large amount of recent public-access documentary evidence (SFI annual reports 2020) which have never been synthesized or systematically analysed before, this study seeks to document and evince the range of innovation initiatives which are reported from SFIs and to raise awareness of the public value innovation propositions that exist within the innovation reporting of these SFIs such as intangible value creation -- social and public values of more normative texture, such as internationalization values, transparency, and open access to information, as well as gender balance.

Understanding what determines a worker's passion for skills training has important policy implications, particularly in the current context of the fourth industrial revolution, in which knowledge is deemed obsolete within several years. The purpose of this study is to answer a specific question: are higher-ability garment workers more likely to engage in industrial skills training? To do so, we use a dataset with a final sample of 787 garment workers in Cambodia. We apply logit and cluster-standard-error Ordinary Least Square regression with the intention to participate in skills training as a dependent variable on worker ability levels, which we constructed using a series of questions adapted from the OECD's Program for the International Assessment of Adult Competencies. Holding other things constant such as education, we found that workers with more ability are more likely to participate in skills training, while worker income is not a significant predictor.

This paper explores the impact of technological advances and digital transformations, with a particular focus on the "future of work" and its implications for lifelong learning and adult working learners. We emphasize the pressing need for human-centric solutions to address complex human challenges that technology alone cannot resolve, such as access to education, socioeconomic disparities, and cultural barriers. Drawing on articles in this issue, we advocate for cultivating improved human capabilities among systems, organizations, leaders, educators, and learners to navigate the accelerating technological and social transformations in work and education. Additionally, this paper underscores the significance of educators, policymakers, and advocates in serving the lifelong learning needs of adult working learners, while also highlighting the need for more agile and pragmatic strategies. While addressing the necessity of integrating technological advancements with human development, we stress the importance of ongoing education and training to adapt to the changes brought on by Industry 4.0 era. Ultimately, the paper calls for responsive and intelligent education policies and systems that promote the education, well-being, and economic participation of citizens in the face of a rapidly evolving technological landscape.

Limited integrated data on the educational and professional accomplishments of the South African TVET sector make it difficult to confidently assess its efficacy. In particular, there is a need to identify the barriers both within and facing this post-school educational field. This conceptual paper therefore asks the question: What factors enable or block the TVET pipeline in South Africa? To derive these insights about the relationships between different elements of the sector, as understood through existing research, a Bourdieusian framework -- drawing on his concepts of field, "illusio," and institutionalized cultural capital -- is applied with the aim of constructing a representation of the field of publicly-funded TVET colleges in South Africa. While several recommendations are made in this paper, it is clear that the sector cannot solve these challenges by itself. Industry and universities have significant roles to play in ensuring a more inclusive, productive, and meaningful TVET sector.

Purpose: Since the early 2000s there has been increased attention on the professionalisation of the Early Childhood Education and Care (ECEC) workforce in many OECD countries. This study focuses on what Australian early childhood educators holding the lowest level of qualification -- Certificate III are experiencing in relation to their professional capital in a sector that is experiencing wide-spread and ongoing reform. The study identifies the human capital, social capital and decisional capital of these educators, then explores the interconnections. Design/methodology/approach: This paper was funded by the Australian Research Council. The qualitative data consider the capabilities of certificate-qualified educators and how these are enabled or constrained within the workplace. The corpus of data for this study consists of 14 interviews with Certificate III-qualified educators from three locations across Victoria, Australia. Hargreaves and Fullan's (2012) forms of professional capital (human, social and decisional) act as organisers for the themes identified through a thematic analysis. Findings: Themes identified in the data speak to inequity in access to professional learning, the valuing of life experiences, clear divisions of labour that impact what knowledge is valued, and differences in educator agency in the decision-making process. Many certificate-qualified educators experience a workplace culture that lacks trust in an individual's professional competence and does not appreciate collegial knowledge and skill building as a collective enterprise. Originality/value: The conceptual framing of this study provides a unique way to explore the experiences of certificate-trained educators. The study introduces the idea of using exploratory categories and the identification of levels of human, social and decisional capital. This type of study involving this cohort of educators is unique.

Employability is a powerful discourse in higher education, yet as a driver for policy and practice it has not translated into an uplift in graduate outcomes for all student groups. In particular, Culturally and Linguistically Diverse Migrant and/or Refugee (CALDMR) students experience inequitable graduate outcomes and access to meaningful employment opportunities. Drawing on a national study of career advisors and CALDMR students' experiences of how Australian universities support their career development, we examine CALDMR students' employability through the conceptual framework of graduate capitals. We make two key contributions: firstly, we offer insights into staff and student perceptions of university approaches with CALDMR. Secondly, we identify a lack of linguistic and cultural diversity conceptualisations of employability by examining the experiences of CALDMR students and staff through the lens of graduate capitals. We disrupt the assumptions and presumed familiarity with cultural knowledge.

Purpose: The study discusses the importance of workplace learning in the current era of work and how organisations are shifting their focus toward employee learning and development. It highlights the need for employees to continuously up-skill themselves to keep up with the demand for skills. The purpose of this study is to introduce a modern approach to evaluating workplace learning to promote and enhance better performance within the workplace. Design/methodology/approach: It introduces a deep modern learning approach called "behavior-oriented drive and influential functions of formal and informal learning". The study also develops the concept of the "Study, Plan, Do, Check, and Act" framework to simulate practise and theory within and outside of work to allow continuous improvement, learning new workplace tools, and bridging digital transformation challenges. The study highlights that workplace learning occurs in a variety of contexts and uses various tools, which poses challenges for the design and development of technology that supports and analyses workplace learning. Findings: Based on behaviour-orientated drive and influential functions for formal and informal learning, a grade of 6.54% days was registered for formal learning tools and 4.89% days for informal learning tools. From the statistics in this study, This study concluded that informal learning tools contribute more to the development of the workplace than formal learning. In informal learning, employees act autonomously at their own will and pace to obtain the required knowledge. The time to acquire knowledge through informal learning tools is shorter than in formal learning. Future relevant research should review more learning tools for formal and informal learning. Practical implications: Modern workplace learning is a key tool for organisations to gain a competitive advantage. Learning based on formal training and development programs, informal learning and knowledge sharing influence the development of human capital resources. Originality/value: The study combines social science and engineering approaches to enable non-engineers to pioneer execution of tasks and examine their performance based on the approach detailed in the results, methodology and discussion sections. It contributes to the field of learning organisations and organisational learning by exploring the learning processes of modern professionals. By investigating the learning practices and experiences of knowledge workers, this study seeks to identify the factors that promote or learn and the impact of learning on the workplace.

This article examines different rationalities for parental involvement in their children's early childhood education and care (ECEC). Starting from Foucault's governmentality and the context of the transforming and diversifying Czech preschool system, it analyzes parents' rationalities for their involvement in ECEC and discusses how they relate to the neoliberal ideal of the "responsible autonomous family." Analyzing data from interviews with parents in six ECEC facilities with different characteristics, it identifies five rationalities for parental involvement and shows how the neoliberal processes of responsibilization and autonomization play a central role in the (de)legitimization of these parental rationalities. Reflecting on how the rationalities of parental involvement gain or lose legitimacy in relation to dominant norms and ideals helps ECEC students and practitioners to understand how social inequalities are potentially exacerbated through the promotion/expectation of certain forms of parental involvement in parent -- ECEC facility relationships.

Purpose: This study aims to shed light on how internships' features drive employability outcomes and answers the question of how internships that maximize the employability of interns can be designed. The study assumes that the duration of an internship, degree of formalization and the use of internship-specific motivational practices by companies are likely to influence interns' perceptions of employability. Design/methodology/approach: A study among interns investigated the relationship between different internship features and interns' employability. Data on the duration of the internship, motivational practices specific to internships and the formalization of the internship process were collected from a large sample of 13,565 interns in 27 European countries from 15 to 35 years old. Findings: The findings suggest that internship duration has a curvilinear effect on employability with increasing effects on employability at the beginning of the internship, followed by a decrease over time. In addition, the use of practices specifically designed to motivate interns also favors the interns' employability. Finally, formalization of the internship placement moderates the effect of motivational practices on employability. Originality/value: By identifying key features of the internship experience -- duration, formalization and motivational practices -- the authors contribute to the theory related to the development of career resources and employability in young adults and show that these features significantly shape young adults' employability perceptions.

This paper introduces and uses Lakatos' idea of research programmes to summarise and critically evaluate academic discourse towards knowledge capital theory. The analysis uses rational reconstruction to formulate the components of the hardcore and protective belt of knowledge capital theory. By critically surveying the literature, it challenges the validity of the claims made by Erik Hanushek, Ludger Woessmann and the OECD that there is a causal link between cognitive development and economic growth. It concludes by stating that knowledge capital theory in its current form is degenerate and should be considered a high-risk research programme and that more sophisticated theories are required to be developed to explain current phenomena.

This study aims to give an understanding about what are the main reasons that are taken in consideration by foreign students in their decision to stay or leave the country where they have completed their studies. Based on literature review a survey was built and sent to students of different nationalities, which focused on the main dimensions valued by an individual when choosing a place to live. The results showed that the variables 'perception (education)', 'environment', 'health and well-being', 'social influence', 'intention to live abroad', 'social influence' and 'intent to live abroad' where the ones with greater impact in the decision of a foreign student to stay or leave the country.

Purpose: This paper explores the economic and social effects of human capital investment in the 20th century. As well as drawing on census data and statistical yearbooks in Australia and Aoteoroa/New Zealand, the paper develops its argument by an intersection of scholarly work in sociology, economics and the history of education to consider the effects of increased human capital investment on economic growth but also on the experiences of childhood, work discipline and the present climate crisis. Design/methodology/approach: This paper considers the implications of what economic historian Claudia Goldin has described as the "human capital century" for the history of school and university education. By reconsidering education in the settler colonies, especially Australia and Aoteoroa/New Zealand, as "stimulus", this helps explain key aspects of contemporary human capital investment, which the paper argues should be understood as constituted by children's and young people's free labour at school, university and across the economy. Findings: This research argues that children's and young people's free labour, performed in educational institutions, constitutes a large portion of Australia and Aoteoroa/New Zealand's national investment in human capital. At key points, this investment has acted as an economic stimulus, promoting surges of profitability. The effects were not confined to young people. Systematised, educational expansion also became the foundation of environmental degradation, labour market exploitation and a relentless increase in service-sector productivity that is worn on professional bodies. Productivity increases have been associated with reduced professional autonomy as a managerial class coerced professionals into working harder, though often under the guise of working "smarter" -- a fiction that encouraged or coerced even greater personal investment in collective human capital. This investment of personal time, effort and selfhood by children and the professionals they grew into can thus be seen, in Marxian terms, as a crucial vector of capitalist exploitation in the 20th century. Practical implications: The paper concludes by suggesting that a reduction of managerial influence in educational settings would improve learner and professional autonomy with improved labour and environmental conditions. Originality/value: The paper makes a unique contribution to the history of education by exploring education as stimulus as a key component of education's role in 20th and 21st century capitalism. It interrogates exploitative aspects of human capital investment, especially in the midst of environmental catastrophe and the recent COVID crisis.

Purpose: This paper aims to depart from the premise that human capital investments and human capital outcomes are often tacit -- an aspect, which is often neglected in the current literature on entrepreneurial human capital. The idea of this conceptual paper is to shed light on the social process of how human capital investments and human capital outcomes can be valued and made visible through the validation of prior learning. Thus, this study conceptualises the validation of prior learning as a post hoc, the reflective process through which an aspiring entrepreneur is guided. Design/methodology/approach: This paper is conceptual and introduces a process model. Findings: Findings indicate that the process of the validation of prior learning is well-suitable to inform aspiring entrepreneurs of their investments into human capital and their human capital outcomes. The process results in a (partial) certified qualification that provides entrepreneurial legitimacy. Research limitations/implications: Thus far, the model is conceptual and should be validated via interviews and further empirical studies in the field. Practical implications: Literature in the field of entrepreneurial human capital suggests that human capital outcomes are more important for success than inputs. Furthermore, context-specific knowledge, skills and abilities are more important than generalised outcomes. These findings have implications for the design of validation procedures. Originality/value: Human capital has only been recently conceptualised as consisting of human capital investments and outcomes of human capital investment. However, thus far the literature falls short in acknowledging the tacit nature of human capital investments and human capital outcomes. This paper contributes a structured process of how human capital investments and human capital outcomes are linked and assessed. In so doing, this study extends a recent model of human capital investments and outputs (Marvel "et al.," 2016, p. 616).

Purpose: The study aims to assess the relationship between cultural capital, human capital, psychological capital, social capital and perceived employability of management graduates. Design/methodology/approach: The data was analysed through variance based partial least square (PLS) structural equation modelling on 505 management students by an online questionnaire. The predictive relevance of perceived employability was investigated with PLS predict approach. Further, importance-performance map analysis (IPMA) was applied to assess important and performing dimensions of perceived employability. Findings: The results indicate that social capital was found to be the strongest predictor of graduates' perceived employability. The proposed conceptual model was found to have a moderate to high predictive relevance. IPMA results suggested that investment in psychological capital leads to higher return in perceived employability of management graduates. Research limitations/implications: Data was collected using purposive sampling and confined to university students only. Practical implications: Findings of the study provide empirical inferences in support of human capital, social capital and social cognitive theory. Practical implications offer important inputs to policy makers, higher educational institutes, career counsellors and universities. Originality/value: This study provides novel inputs by a comprehensive model of graduate capital to determine and predict perceived employability of graduates in emerging economy like India.

Language is a form of human capital. Human capital refers to skills an individual needs to succeed within the labor market. Originating from The Bilingual Education Act of 1968 (Title VII of the Elementary and Secondary Education Act of 1968), one of many purposes of dual language programs (DLPs) was to provide equal access to classroom opportunities for all students, regardless of their native language. The goal of bilingual programs is to promote the literacy of the English language and their home language. Two-way DLPs in schools were created to help strengthen the English literacy of non-native-English-speaking students, while simultaneously supporting their performance in school. English-speaking students are also within the classroom, while instruction is split between English and the home language of the non-native English speakers. Despite the original focus of equity in these programs, there seems to have been a growing interest in DLPs from native English speakers whose goals are most closely related to human capital and globalization views. In addition, disparities in funding highlight the lack of value placed on DLPs when it comes to equity for non-native English speakers, which are ultimately rooted in the history of oppressive bilingual education policies. The globalization view, coupled with funding inequities, could lead to resource hoarding among certain groups, ultimately negatively affecting English learners' labor market outcomes later in life due to an inability to access DLPs and utilize the benefits that come from them.

Since the 1990s, Singapore has firmly established its reputation in the global education policy space as one of the best education systems in the world. However, existing policy transfer literature on Singapore has been mainly interested in Singapore as a decontextualised, ahistorical case, rather than as a unique player in the global education policy sphere. Analysis of how Singapore's educational policies and lessons have been exported to other countries tends to focus on the mediating roles of international assessments and global policy actors like the OECD or McKinsey consultants. What has been much less clear is Singapore's own proactive branding and education export strategies. Guided by the Cultural Political Economy framework, this paper draws attention to how an enabling global education policy context with an insatiable appetite for fast policy lessons has aligned with Singapore's own initiatives to cultivate and export its brand of educational success.

Today, one of the long-term development goals of Azerbaijan is to train competitive human capital in higher education in the 21st century in accordance with the modern requirements of the labour market. In this context, the modernisation of the quality assurance system in higher education in Azerbaijan is one of the priority issues. The article analyses the issues of quality assurance in the legal framework of Azerbaijan, the "Standards and Guidelines for Quality Assurance in the European Higher Education Area" and current legislation and makes relevant recommendations to improve regulations. The modernisation of quality assurance at foreign universities is one of the current focus areas. In order to transform university graduates into internationally competitive human capital, to eliminate the difference between the professional qualifications offered by universities and the specialisations sought, the article offers theoretical and practical suggestions to universities to modernise quality assurance.

Ten years on from the formation of SOLAS (An tSeirbhís Oideachais Leanúnaig agus Scileanna) and the Education and Training Boards (ETBs) in Ireland, it is appropriate to reflect on where adult education lies in the new Further Education and Training (FET) sector. This paper uses Denis O'Sullivan's schematisation of policy paradigms (2005) as an analytical tool, to explore the components of the new sector. New concepts have been introduced, such as 'FET' and 'active inclusion', others such as 'adult education' have disappeared, and others such as 'transversal skills', 'lifelong learning' and the 'needs of learners' have been adapted, introducing a language of doublespeak. The discourse has changed; a theme of performativity is now prioritised while the wider benefits of learning are mentioned, but not actioned. There is a new authority with bureaucratic social configurations and the identities of teachers and students are being reduced to producers and consumers of learning outcomes. This paper shows how these changes have resulted in a new neoliberal policy paradigm for adult education, with strong regulatory powers. Understanding this is the first step in questioning its authority and discussing if this is what we, as a society, want for the education of adults.

School networks have become increasingly prevalent in education in recent decades, particularly with a focus on improving student outcomes in contexts of socio-economic disadvantage. To address the lacunae of literature and research nationally, this article presents findings from original case study research on two networks of disadvantaged schools in Ireland. Data was collected from interviews, focus groups, surveys with network members and documentary analysis. Drawing on international literature on school networks, social capital, social theory, and teacher professional learning (TPL) and findings from the research, this article explores how networking can support the development of individual members' bonding social capital through peer interaction and development of their professional capital to enhance capacity to respond to complexity. Additionally, it outlines how fostering bridging and linking social capital can support schools in disadvantaged contexts to collectively respond to intractable social issues by connecting network members' priorities to those of key stakeholders and building lateral capacity. As such, these networks can be viewed as a divergent approach to TPL that also supports schools to develop networked agency to respond to complexity and change in Irish society.

The present theoretical article aims to conduct a critical analysis and elaborate on the influence of educational and learning capitals on the education of gifted students in Palestine. The article commences by providing a comprehensive examination of the educational system in Palestine, offering an overview of the current state of gifted education in the country, along with its challenges and expenditures by both public and private educational institutions. The Education and Learning Capital Model (ELCM), based on the Systems Theory and the Actiotope Model of Giftedness was used as a framework to study and explain the current practices of gifted education in Palestine. Accordingly, the article provides a detailed discourse on the ten educational and learning capitals in the context of gifted education in Palestine. This is done by drawing upon relevant, evidence-based literature as a basis to identify the critical elements that contribute to the academic success of gifted students in Palestine. The article further highlights key insights into the cost of gifted education, including the resources required for implementing effective educational programs for gifted individuals. Additionally, the article emphasizes the significance of recognizing and defining giftedness in Palestine, along with teacher training for providing adequate support to these students. Finally, the article concludes by emphasizing the importance of efficient utilization of educational resources for gifted students to ensure their academic achievement and growth, while also addressing the challenges faced by the gifted education system in Palestine.

Public higher education is chronically under-funded in developing countries, making private investment necessary for human capital development. We investigate if information provision mobilizes support for private investment in public higher education by employing an online RCT in Afghanistan. We find that information cues impact respondents' support for how education should be financed. Respondents that received information about the current amount of funding devoted to different levels of education (including tuition amounts for private tertiary programs), became more partial to prioritizing public funding for primary and secondary education over tertiary education but also became more supportive of tuition introduction in public universities.

The effects of affirmative action on the incentives to human capital accumulation are ambiguous from a theoretical perspective and the scarce empirical evidence on the matter provides mixed results. In this paper, we address this issue by investigating the impacts of Brazil's Law of Quotas on the students' performance in the college entrance exam, the ENEM. We provide causal evidence that the law fostered incentives to pre-college human capital accumulation, inducing students to attain higher ENEM scores. Moreover, the effects of the quotas were greater in quantitative-intensive subjects and these impacts increased throughout the first years after the law's implementation.

We provide first evidence of the impact of over-education, among natives and immigrants, on firm-level productivity and wages. Our results show that the over-education wage premium is higher for natives than for immigrants. However, since the differential in productivity gains associated with over-education outweighs the corresponding wage premium differential, we conclude that over-educated native workers are in fact underpaid to a greater extent than their over-educated immigrant counterparts. This conclusion is refined by sensitivity analyses, when testing the role of immigrants' background (e.g. region of birth, immigrant generation).

Purpose: The present study aimed at developing and validating a self-development training package and determining self-development's effectiveness on job variables and human capital agility among secondary school principals in Isfahan. Design/methodology/approach: In the first phase, the researcher conceived a full version of the self-development training package by studying the theoretical evidence of research and interviewing experts as well as using content analysis. The questionnaire was presented to several experts (n = 8) in that field of study for evaluation after compiling the initial version of the self-development training package, with the aim of determining the face and content validity. In the second phase of the study, the effectiveness of the self-development training package was experimented on secondary school principals using a quasi-experimental pre-test-post-test design and follow-up with a control group. Findings: The evaluation results were suitable for the training package based on the proposed Lawshe method. The results also indicated that the implementation of a self-development training package in the experimental group had a significant effect on job performance and its dimensions, as well as human capital agility. The effect of the training package on increasing job performance in the post-test stage was 55.3% and was 50.2% in the follow-up stage. Also, the effect of this package on increasing the agility of human capital in the post-test phase was equal to 34.8% and was equal to 28.9% in the follow-up stage. Originality/value: Question 1: What are the components of a self-development training package? Question 2: What is the credibility of the developed training package from the experts' point of view? Question 3: Does the self-development training package have an effect on job performance and its dimensions? Question 4: Does the self-development training package have an effect on human capital agility?.

There has been a growing tendency to use humanistic and utopian goals in the naming and framing of education policies. The case of the Happiness Education Policy (HEP) in South Korea is illustrative and demonstrates the potential of such framing, combined with references to external authorities, to neutralise domestic opposition and generate support from diverse national stakeholders. The HEP focuses on nurturing 'happy human capital' for the future through education initiatives such as the Free Semester/Year Initiative, character education, STEAM-based curriculum, and software education. Through an analysis of a corpus of policy documents and press releases, this article demonstrates how happiness, as a floating signifier, has been redefined in ways that align and support the different sociotechnical imaginaries envisioned by political regimes over the past decade which depart from its humanistic focus.

Parents are the key people in the family when it comes to determining the extent and type of education for their children. Within the theoretical frameworks of African feminisms, human capital theory, and the liminality theory, this paper examines the parental perceptions of the girls' secondary education in Tanzania's rural communities. Moreover, it determines the effects of those perceptions on the girls' secondary schooling in rural Tanzania. Using the ethnographic research design, this qualitative study found that, although some parents perceived girls' secondary education negatively, there were some glimmers of hope and changing attitudes among parents. The findings further indicate that there are tensions and conflicting perspectives, as some of the parents struggled to reconcile emerging beliefs about girls' education with the existing largely conservative cultural and familial practices. This changing perception on the girls' secondary education signals a favourable disposition towards the improvement of girls' secondary schooling, particularly in the largely conservative rural communities.

The 21st century has brought with it unforeseen challenges and influential trends that will have significant impact of the livelihood and wellbeing of Georgia residents. Extension personnel within Georgia can extend their mandate by identifying issues that represent present and near-present threats and use these issues to inform programming and direct resource allocation. The conceptual basis for this study relied upon the community capitals framework and the consensus-building theory. Data were collected using a three-round Delphi process, with an expert panel comprised of 19 Extension leadership and administrative personnel. Descriptive statistics, including mean importance scores and absolute frequency counts, were computed. A final list of 21 unique issues resulted from the Delphi process and was analyzed thematically using the constant comparative method. Five heuristic themes resulted from this analysis: 1) Investment in Youth and Adults, 2) Agricultural and Rural Economic Development, 3) Agriculture and Food Safety Information, 4) Resource Access and Availability, 5) Social and Personal Economic Concerns. Comparison with the community capitals framework revealed that multiple capitals interacted within each of the resulting themes. Utilizing the Delphi technique in conjunction with the community capitals framework enables extension professionals to compare community resources and strengths and may allow for greater efficiency in addressing critical issues. The immediate efforts of extension personnel should be directed towards addressing issues within the Investment in Youth and Adults and Resource Access and Availability themes. We recommend using the associated community capitals as strategic entry points for further discussion and program development.

This study explores the skill demand and supply of the current Moroccan urban labor workforce. It seeks to understand the experience of skill mismatch, and how it affects employability. Using semi-structured interviews and a phenomenological approach, the study explores the nature of job queues as informed by recruiters and educators. A total of 27 interviews were conducted with recruits, recruiters, and university professors, all of whom were selected using a criterion-based approach coupled with snowball sampling. Over-education was affirmed among employees, and the findings yielded a crossover of skill sets. The job queue for a balanced labor market is oriented towards personal attitudes and capabilities related to the field of study. Finally, responses from both recruiters' and professors' interviews yielded a framework of education-job matches for the demand-supply sides, and oriented workplace-based employability.

Accreditation by the Association to Advance Collegiate Schools of Business (AACSB) exemplifies a widely accepted commitment to business school differentiation both in terms of both value and quality. Business schools embarking on the initial accreditation journey must invest significant human and capital resources to achieve this goal. Given this, institutions should employ practices designed to optimize their potential for success. Well-established project management processes can do just that. This paper summarizes the scope of AACSB initial accreditation, reviews applicable project management development approaches, and summarizes the project management methods and artifacts most appropriate for each phase of the accreditation process.

Shadow education helps students become academically competitive. Currently, little is known about whether shadow education can effectively fulfill either remedial or enrichment purposes in China. Using the nationally representative data from the China Education Panel Survey (CEPS) collected in 2013 and 2014, this paper explored the opportunity gap in shadow education and its impact on Chinese eighth-grade students' mathematics and English reading performance. This study further examined how this effect differs by students' prior performance and school ranks by hierarchical linear modeling (HLM). The results show that affluent socioeconomic resources and parental pressure predicted larger chances of students using shadow education. On average, supplementary tutoring had a positive effect on academic achievement. After re-estimating the effect by groups, this study found that students disadvantaged by prior knowledge and quality of schooling benefited more from supplementary tutoring. The findings suggest that the expansion of shadow education may contribute to social reproduction within the current education system.

Recent economic diversifications of Kazakhstan from over-reliance on the extraction of natural resources are mainly based on increasing the quality of human capital by building a knowledge-based economy as an instrument for long-term sustainable development. In this regard, the paper explores the level of cognitive skills of the adult population in Kazakhstan and their associations with important life outcomes. Research is based on one of the prominent studies in adult literacy--The Programme for the International Assessment of Adult Competencies (PIAAC), and revealed that the performance of Kazakhstanis in information-processing skills is below the average; smaller differences in competencies between the top and bottom performers, which indicates small inequalities in skills acquisition; and a low level of variance between adults with tertiary and secondary education, demonstrating the low education quality. Multiple linear regression of the research indicates that the educational attainment of the population has the highest association with all three information-processing skills, while labour force participation negatively affects the growth of literacy, numeracy, and problem-solving in technology-rich environment (PS-TRE) skills. The main recommendations of the paper are to profoundly transform social institutions, enhance national educational quality, and exercise continuous learning in the country.

Purpose: In the context of exponential technological advancements in the economy and the role of entrepreneurial ventures in significantly contributing towards social and economic growth, this study aims to examine the influence of learning motivation and personal innovativeness (PI) on students' entrepreneurship intention. The study gains relevance in the context of students in emerging economies like India, where the digital divide is still on the higher side. The study also seeks to understand the extent to which varying levels of technological self-efficacy moderate the interaction effects of human capital in the aforementioned relationship. Design/methodology/approach: The sample for this study consisted of 330 students from various disciplines, including science, technology and management, who were selected randomly from different universities in India. A self-administered and structured questionnaire was used to obtain responses from the participants. The data were analysed using confirmatory factor analysis (IBM SPSS 23.0), and path analysis was performed using Hayes PROCESS Macro. Findings: The study's results indicated that learning motivation and PI had a significant indirect effect on students' entrepreneurship intention, mediated through human capital. However, interestingly, the relationships were varyingly influenced by technological self-efficacy as the moderator. Practical implications: The contemporary student cohort consists of individuals known as "digital natives," who possess a strong inclination towards digital learning and demonstrate innovative behaviour. The insights gained from this study underscore the crucial role of technological self-efficacy in shaping entrepreneurial intentions, indicating the necessity of incorporating technological training and skill development within international business education curricula. Also, the results of the study emphasize the need for integrating PI into business education programs, as it positively influences the entrepreneurial mindset and potential. Originality/value: This study is pioneering in conceptualizing and testing a model that provides a more comprehensive understanding of student attitudes and outcomes. This understanding can be used to customize entrepreneurial programs to better meet the needs of students. Entrepreneurship fosters technological innovation and creates employment opportunities, making student venture creations a crucial factor in economic development and sustainability. For educators and university administrators, it is essential to comprehend how to enhance entrepreneurial intentions among students to design a learning environment that facilitates the creation of new ventures as a result of higher education.