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In this chapter, Andrea Óhidy discusses some pivotal issues of the book. Firstly, she shows the common challenges for current and future EU-member states to increase the participation and success of Roma people in education and lifelong learning. Then she discusses policy strategies and measures for Roma Inclusion in the Western Balkan states Albania, Bosnia and Herzegovina, Kosovo, Montenegro and Serbia. They try to improve the social situation of Roma people but also to promote minority languages and cultures. She found the main cause of the similarities concerning the strategies and concrete projects for possible solutions in the adaptation of the EU Roma inclusion policy in the Western Balkan states as part of their negotiations for EU membership. She considers the implementation of these policy measures and also the educational attainment and success of Roma in the Western Balkans unsatisfactory.

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.

Albania's commitment to safeguard and protect Roma minority rights, and integrate this community in society is expressed in its regular broad-based efforts and continuous policy dialogue to adopt its domestic legislation to find durable solutions to expand social coexistence. Its valuable contribution to shape diversity at local and national level combined with the fight against discrimination has fostered the development of national strategies on Roma minority inclusion and encouraged the implementation of various action plans to deconstruct prejudicial structures and stereotypes. Jointly sharing responsibility with various Roma and non-Roma civil society organizations through a cooperation model, the Albanian government has supported socio-economic empowerment of the Roma minority and promoted its equal access to education, health care, housing and employment. In line with the European Union enlargement process, Albania adopted Poznan Declaration setting clear goals to achieve full integration of this community.

Despite various efforts made to reduce the gap between the Roma and the Albanian population, limited progress has been achieved in the social inclusion of the Roma minority. In general, the institutional capacity to coordinate Roma-related policies is weak. Low socio-economic standards of this community including the lack of digital skills to unlock individual opportunities, segregation in schools, low health insurance coverage and poor access to technology hinder the acceleration of its inclusion (European Commission, 2022, pp. 36–37). This chapter will be mainly focused on education of Roma children in Albania highlighting some of the challenges they face and indicating some positive models to address them at local level.

Many European countries suspended mandatory conscription after the Cold War, and especially between 2000 and 2010. However, with the changing security situation in Europe, more and more countries are considering the re-introduction of the draft. That is why, it is important to evaluate the impact of conscription on draftees, including its effect on fertility outcomes. Additionally, fertility is of particular interest because birth rates have been below replacement levels in most European countries at least in the last two decades. This, combined with the increase in life expectancy, has contributed to aging population and raises concerns about the future economic prospects and sustainability of the continent. Military service could be related to fertility in several ways. Compulsory service for men would affect the marriage market and subsequently child-bearing outcomes. For example, men who serve in the military would have to delay higher education at least by a year, given that they plan to continue their education after high school. One possibility is that this leads to older men meeting younger women if partners meet at college. Alternatively, in case the partners know each other prior to the draft, service could delay marriage by up to a year due to the conscription, postponing planning and having children, and potentially having fewer children as women might be less able or less willing to have a child after a certain age. Finally, some men who plan and would otherwise continue their education might choose to not do so or to further postpone it once they disattach from studying during their service. For some men, this might influence their marital and subsequent fertility outcomes. In either of these scenarios, a draft or its suspension is likely to be connected to fertility.

This study examines the effect of the suspension of the draft in Spain in December 2001 on three fertility outcomes of men that would have been drafted in the absence of the suspension. The author performs the analysis in a difference-in-differences framework. Potential concerns and policy implications are also discussed.

The findings suggest that after the suspension of the draft, individuals started to have their first child earlier given that they decide to have children. Consistent with the overall time trend, they became less likely to have a child and started to have fewer children. However, the age at birth of the first child decreased while the number of children and the likelihood of having a child increased for men relative to women, after compared to before the suspension of the mandatory draft.

The author extends prior literature by investigating the effect of the abolition of compulsory military service in Spain in December 2001 on fertility. This is novel is several ways. First, to the best of the author’s knowledge, previous literature has examined the effect of this Spanish reform only on labor market outcomes prior to men's conscription. Second, even for other countries that terminated the compulsory draft, fertility has been under-studied, providing an opportunity for further exploration. Third, this analysis is based on rich Census data, representative of the population in Spain. Finally, given the inconclusive findings of previous studies for other countries and the proposed re-introduction of the draft in some parts of Europe, additional evidence of the effect of the conscription has important policy implications necessary for the evaluation of future military service policy decisions.

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.

What does special education mean for general education teachers of students with disabilities? In this chapter, we share our approach to advancing values in the classroom placement of special education students in the general education setting. We will take the reader on a journey through time with “Jessie,” a special education student, as we examine the historical exclusion of students with disabilities to their inclusion in general education schools, environments and finally, general education classrooms. In doing so, we will examine the evolution of the general education teacher's role and how the historical perspective impacts current practices. Then, we will elucidate the benefits of inclusion, not only for the special education student but for the nondisabled peers as well. We will recommend values that should be maintained and practices that should be examined. This chapter will conclude with a connection between the values and recommendations of best practices for inclusive instruction.

Using the two waves of the India Time Use Survey, 1998–1999 and 2019, we document a 110-minute (30%) increase in average daily learning time. The largest offsetting decrease was in work time: 61 minutes. The composition of leisure changed, with television rising by 19 minutes, while talking fell by 10 minutes and games by 17 minutes. We then implement a Gelbach decomposition, showing that 68 minutes of the unconditional learning increase are predicted by demographic covariates. Of these predictors the most important are a child's state of residence and usual principal activity, which captures extensive-margin transitions into schooling.

Framed within the bioecological model, this autoethnographic case study explores the author’s experiences as a working mother of two children with disability prior to, during and after emerging from compulsory remote learning arrangements in Victoria, Australia due to the COVID-19 pandemic. The purpose of this paper is to address this issue. The intention of this paper is to share the author's experiences.

Bronfenbrenner’s bioecological model was overlaid on the author’s experiences to explore direct and indirect impacts on her agency, educational priorities and personal values through each level of the model.

This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.

This research presents a new perspective for examining how the global COVID-19 pandemic has disrupted the equilibrium typically experienced by individuals across the education system.

In 2014, Japan ratified the CRPD, which spurred to the development of domestic laws; however, the education section of the Convention does not clarify how to educate children with disabilities in inclusive education. Thus, while the global inclusive education goal advocated by UNESCO and other bodies concerns education for all, inclusive education in Japan is seen as education for children with disabilities, and the philosophies and practices are very different. Therefore, this chapter introduces the policies and current practices of inclusive education in Japan and discusses the possibilities for school education reform from the perspective of real inclusive education.