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The purpose of this study is to improve understanding of the role of the family as NEET determinants in a country with free education in a Mediterranean or Southern European welfare state, so that the authors can contribute to policy recommendations and offer suggestions for future studies.

The authors used TurkStat (2021) household workforce statistics microdata (TurkStat permit number 10484) for multinomial logistic regression. These microdata are the most detailed data representation of all households in Turkey in 2021, representing all household members (n = 635.159) and young people aged 15–24 years (n = 88.974) in Turkey. Of the data on youth, those not in education or employment constituted the NEET sample (n = 21,729). The authors also used the 2014–2020 household workforce statistics microdata (TurkStat permit number 3188) to explain the proportional changes between the status of NEETs in past years and today.

The age factor (20–24) and long-term unemployment in men and marital status (for married and divorced) in women are of critical importance for the risk of being NEET. Compulsory education is the most influential factor in reducing the risk of NEET for both genders. The estimations of logistic regression models showed significantly that the increase in the education level of parents decreased the probability of NEET in the household. In particular, the gains of mothers after compulsory education (university, postgraduate education) increased the probability of young people in the household being NEET compared to the education levels of fathers.

The authors make two contributions with this study. First, the authors discuss current microdata and NEET determinants in Turkey, which is the subject of limited research and has one of the highest rates of NEET in the 15–29-years age category (28.7%) in the OECD (2021). Second, the authors are the first to examine parental education or employment for NEETs in Turkey. Findings from the study allow comparison of Turkey and southern European welfare regime countries and fill the gap in the literature on NEET and parent relationship in Turkey with a strong and up-to-date dataset.

We investigate how firing notification procedures influence wage growth. Using a sample of 33 countries over the period 2006–2015, we show that administrative requirements in cases of dismissal have a positive and significant effect on wage growth. The result is robust even after controlling for the endogeneity of the firing notification restrictions, the involvement of third parties in the wage bargaining process, the minimum wage, the firms' training policy, and the composition of employment. These findings suggest that firing notification procedures foster the growth of wages by increasing the bargaining power of incumbent workers.

This paper employs nationwide, large-scale field survey data to provide the first empirical evidence on the impact of human educational capital on the acquisition of health entitlement among Chinese migrant workers. The findings of this study hold significant practical implications for the formulation of policies aimed at improving the health protection of migrant workers, as well as for socioeconomic policies during China's transitional period.

Using the IVProbit model, this research examines how human educational capital influences the attainment of health entitlement among migrant workers in China by analyzing the impact and mechanism of education on health entitlement. The study is based on the China Migrants Dynamic Survey (CMDS) data from 2018, which include 100,177 observations.

For migrant workers in China, higher levels of education have a significant positive effect on the acquisition of health entitlements, including medical insurance, health records and health education. The positive impact of human educational capital on health entitlements is more significant for non-provincial cities and young-generation migrant workers. The results also show that human educational capital can influence the acquisition of health entitlements through mediators such as financial status, social integration and health status.

This study represents the first empirical attempt to evaluate the influence of human educational capital on the access of migrant workers in China to health rights and interests. Additionally, the study develops a theoretical framework to examine how the impact of human educational capital varies across migrant workers with different characteristics and their access to health entitlements.

This chapter delves into the education of Kosovo's Roma community, shining a light on the obstacles they encounter and the initiatives taken by the government to enhance their educational prospects. The Roma community represents just 0.5% of Kosovo's entire population and faces significant challenges with low literacy rates and high dropout rates, particularly at lower levels of education. Since Kosovo's independence proclamation in 2008, there have been institutional advancements and partnerships with local, central, and worldwide organisations to improve the education system for the Roma community.

This study aims to provide an in-depth understanding of the educational situation of the Roma community in Kosovo. It recognises their challenges and proposes practical solutions to accelerate their integration and improve their social, educational, and cultural welfare. Various analytical methods, including descriptive statistics and historical analysis, are utilised to conduct comparative and quantitative assessments.

The Roma community in Kosovo continues to encounter numerous challenges, such as economic hardships, lack of education opportunities, and early marriages that often result in school dropouts. However, research highlights the government's dedication to enhancing education conditions and enabling better access to the labour market for the Roma community through proper education and qualifications. Additionally, Kosovo's constitutional and legal framework safeguards the rights of all communities, including the Roma community, regarding education and employment with high standards.

Mexico is a large, culturally and linguistically diverse country. More than half of its population lives below the poverty line, a fifth is of indigenous origin, and 5% have a disability. This chapter offers a brief description of the general characteristics of the country and the legislative changes toward inclusion and presents the status and progress toward the 2030 Agenda educational goals toward inclusive education. Although efforts have been made to improve the quality of education and inclusion, the country's complexities: poverty, cultural diversity, and political adjustments, among others, have held back progress, as will be explained in this chapter.

The primary goal of university education globally is to promote research, knowledge, and innovations instrumental for national development and societal transformation. In line with this goal, East African countries, namely Kenya, Uganda, and Tanzania have invested heavily in university education in the last 60 years since independence. The evidence of this is the increasing number of both private and public universities, and the number of students joining the institutions. While the expansion of university education is to be celebrated, it should not be taken for granted that this expansion indicates development. The purpose of this research was to assess the impact of university education on regional development in the three East African countries, that is, Kenya, Uganda, and Tanzania. Data were collected through historical analyses, database searches on electronic and printed sources, and interviews. The study found out that the three African countries have formulated the goals of education toward the achievement of development and that large budgets have been committed to educational expansion in the university in recent years. However, the impact of the universities in the development of the region expected through research and innovation is minimal because of major challenges that include expansion of access without adequate government funding; compromises quality; graduate unemployability and political interference; students’ unrest and strikes; weaknesses in earlier levels of education; regional, gender, and class inequalities; and misalignment of education, development, and contextual strengths. Proposed future strategies included the calls for governments to enhance regional consultations on development and education, the need for specialization in programs rather than duplication, enhancement of international collaborations and networking, rethinking the role of education in development within given contextual and environmental realities, and good governance and adequate funding of education.

Africa seeks to be a competitive global player through its comprehensive development agenda committed to by all countries on the continent for the ‘Africa we want’ in terms of the African Union Agenda 2063 as well as the United Nations Sustainable Development Goals (SDGs). Quality education that is also inclusive is therefore a vital and necessary tool to drive this development agenda. One of the greatest assets of the African continent is its teeming youth population whose education is the catalyst for Africa’s development. Yet, access and the quality of education in many countries on the continent remain very low when compared to other parts of the world. There have been significant strides made in ensuring inclusive and quality education, however, nearly one in three children does not complete primary education for a variety of reasons including costs of learning, accessibility and inclusivity that underscores the quality of received education. In the main, two main issues have been consistent in recreating the educational crisis on the continent; access and quality of education resulting in a vicious cycle of high youth unemployment rate. The high rate of unemployment threatens Africa’s capability to achieve its developmental objectives. South Africa is one of the countries with the right to education, yet the country has huge unemployment rate. Thus, with South Africa, Zimbabwe, and Nigeria struggling with endemic developmental challenges, meeting the targets of creating the ‘Africa we want’ and fostering a sustainable development agenda hang in the balance. There is an urgent need to address quality education as a central objective to realise a sustainable development agenda for the continent.

One of the most efficient approaches to overcome the factors that hinder the right to the education of children and simultaneously to create an upsurge of inclusion in education is the advent of alternative schools. This is because this type of educational arrangement for children better serves the diverse characteristics of each child; thus, it is deemed to be a prominent way of alternatively delivering inclusive education in the future. This chapter explores the status quo of inclusive education in Thailand and provides the recommendations on how to overcome the shortfalls with alternative education.