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This paper introduces a new quinquennial dataset of educational inequality disaggregated by age group for 146 countries, from 1950 to 2010, by using the Gini index of education as a measure of the distribution of years of schooling. Based on recent estimates of average years of schooling from Barro and Lee (2010), our calculations take into consideration, for the first time, the changes over time in the duration of educational stages, in each country and for each age group. The downward trends in educational inequality observed during the last decades depend on age group, gender, and development level.

This review aims to describe the effectiveness of education with the transtheoretical model (TTM)-based on the self-care behavior of hypertension patients.

A systematic literature search was carried out on four databases: PubMed, Science Direct, Cochrane and Grey literature to identify studies reported in English which were published in the last ten years. The literature search was conducted from November 13 to December 10, 2020.

Based on the six studies that have been analyzed, TTM is effective in changing the stage of change and behavior of hypertension patients. These behavioral changes have an impact on the patient's controlled blood pressure. Various types of TTM-based educational interventions can be used, but the tailored behavior intervention is the most appropriate one with a minimum intervention duration of six months. Educational intervention is carried out through combine counseling and education using electronic media.

This review presents the effectiveness of transtheoretical-based health education in changing the self-care behavior of hypertension patients accompanied by evidence-based on its implementation. There is a high and unclear risk of bias on several items influence this systematic outcome. Nevertheless, this review can still provide an overview of the effectiveness of education based on the TTM in hypertension patients about the quality results of the reviewed studies.

The study aims to examine the indirect relationships via application (app) brand self-relevance emotions and self-relevance that underlie the relationships between perceived value of mobile apps and (brand) love with respect to mobile apps. The study further investigates the moderating role of user–app relationship duration in the formation process of brand love for mobile apps from a dynamic and long-term perspective.

A multiple moderated-mediation model is developed and empirically tested with a sample of 396 users of popular Chinese mobile educational apps.

The study reveals that utilitarian value exhibits positive indirect relationships with brand love for mobile apps through increased positive self-relevance emotions. All three types of perceived value of mobile apps (utilitarian, hedonic and social) affect app brand love positively via self-relevance. These three types of perceived value were found to be serially linked to brand love through self-relevance and self-relevance emotions. Furthermore, empirical evidence is found for the moderating effects of user–app relationship duration.

By testing mechanisms simultaneously in an integrative model, this study investigates the reasons for app brand love that attract a user into a lasting relationship with an app and extends knowledge of the app brand love building process in inducing strong and positive brand–self connections. Our study also makes practical contributions by offering insights into delivering the most desired benefits to mobile app users according to different contextual conditions, in order to attract and retain users in a more cost-effective manner.

The gender-gap reversal in education could have far-reaching consequences for marriage and family lives in the United States. This study seeks to address the following question: As women increasingly marry men with less education than they have themselves, is the traditional male breadwinner model in marriage challenged?

This study takes a life course approach to examine how educational assortative mating shapes trajectories of change in female breadwinning status over the course of marriage. It uses group-based trajectory models to analyze data from the National Longitudinal Survey of Youth 1979.

The results reveal substantial movement by wives in and out of the primary breadwinner role across marital years and great heterogeneity in female breadwinning trajectories across couples. In addition, educational assortative mating plays a role in shaping female breadwinning trajectories: Compared with wives married to men whose educational levels equal or exceed their own, wives married to men with less education than themselves are more likely to have a continuously high probability of being primary earners and are also more likely to gradually or rapidly transition into primary earners if initially they are not.

This study examines couples’ breadwinning arrangements over an extended period of time and identifies qualitatively distinct patterns of change in female breadwinning that are not readily identifiable using ad hoc, ex ante classification rules. The findings suggest that future research on the economics of marriage and couple relations in families would benefit from a life course approach to conceptualizing couples’ dynamic divisions of breadwinning.

This introductory chapter provides an overview of the ways that refugee and forced im/migrant (RFI) youth move across time and context in their educational experiences. In particular, the contextual characteristics of determinism, duration, and mobility are explained, and the factors most often associated with RFI youth educational experiences (i.e., trauma, identity, and language) are discussed in reference to the ways that educational infrastructure, capacity, and sustainability are typically established and maintained in educational situations worldwide. This chapter also provides a brief overview of the volume’s chapters and the ways that each chapter addresses one or more of these themes or topics.

This contribution introduces sequence analysis to higher education research, an explorative technique aiming at detecting patterns, regularities and resemblance in time-ordered data. Thereby, it enables a holistic perspective on over-time developments and processes such as educational pathways or academic careers. In this contribution, the foundations and general logic of sequence analysis will be described. As an example, referring to the life course as a framing paradigm, sequence analysis is applied to reconstruct the study trajectories of a cohort of bachelor students in Germany. The potential of sequence analysis in three specific higher education research areas is outlined, that is, to study post-secondary education trajectories, academic careers and the development trajectories of higher education organizations. The conclusion discusses advantages and disadvantages, challenges and practicalities.

The purpose of this paper is to examine the distribution of labor market experience among the unemployed in a less developed area in Greece (the north‐western region of Epirus), where unemployment has severe detrimental repercussions on the local workforce.

The paper uses a dataset, obtained through purpose built questionnaires used to assist the local authority in carrying out a regional, pilot, active labor market policy project financed by the European Commission and the Greek Government.

An ordinary least square regression was applied correcting for incidental truncation, in order to show that the duration of the prior unemployment spell negatively affects the duration of the current employment spell and vice versa, which highlights the phenomenon of an “unemployment trap”. Furthermore, those personal and socioeconomic characteristics which are responsible for causing jobless individuals to be “trapped” in the unemployment state are identified. Workers aged above 45, women, employees in sales and other service occupations, face significantly shorter complete spells of employment, along with longer duration of unemployment, hence suffering from self‐reinforcing unemployment.

The results show that a “scarring effect” appears to be in operation, as the duration of prior unemployment spell has deleterious effects on the duration of the subsequent employment and vice versa. This evidence provides additional insights for policymakers, who design measures for individuals vulnerable to unemployment in the less developed regions of the European Union.

This paper aims to evaluate internships in terms of governance structures. Internships are being promoted as a European Union policy lever to address high youth unemployment. However, concerns exist that internships often have few developmental opportunities and poor employment outcomes, something this conceptual paper examines.

The authors develop a conceptual framework for distinguishing between different types of internships based on “dimensions of governance” (contract, agreed duration and partnership). A distinction is made between “open market”, “educational” and “active labour market policy” internships, drawing on examples and evidence from Spain and Portugal.

The authors argue that “governed” internships, linked to educational programmes or genuine active labour market policies, are much more likely to have beneficial outcomes than “open market internships”. This is because they provide the positive governance conditions relating to contract, duration and partnership arrangements under which employers, interns and third parties understand how they can benefit from the internship and what their responsibilities are.

The strength of the paper lies in outlining an analytical framework for future research. The evidence presented from Spain and Portugal provides support for the conceptual framework; future comparative internship research should further test the propositions made across a range of countries and contexts.

By increasing understanding of internship governance, employers, policymakers and educationalists will be in a better position to design successful internships.

The paper broadens the focus beyond educational internships alone and proposes a conceptual framework for future research.

The UK is a popular educational hub for international students from different parts of the world. These students often face different transitional challenges, which have a significant impact on the success or failure of their studies. The purpose of this paper is to systematically investigate the issues and challenges confronting international students in the UK in their efforts to acquire academic knowledge and achieve personal development.

A total of 104 UK-based international students in five higher education institutes in London from 25 countries participated in this study. The study was undertaken qualitatively through 21 semi-structured and 13 focus group interviews.

The findings reveal that the process of transitional adjustment is affected by various issues, all of which determine the duration of the students’ involvement in each stage of the transitional process. International students in the UK experience language/accent-related difficulties; impaired communication; and a difficult adjustment to the British education system and culture.

The extent to which the findings of this research can be generalised is constrained by the limited scope of the research.

In choosing to study in the UK, international students primarily seek to obtain a qualification, other life experiences, and cultural assimilation. The students’ parents, institutions and the UK authorities (such as the Department of Education) have an important role in ensuring that the students achieve success. While the roles of parents and the UK authorities are not the focus of this paper, their supportive roles certainly allow students to complete the different stages of the process of transitional adjustment quickly and smoothly.

The study offers valuable insight into understanding the challenges facing international students in acquiring knowledge in a foreign land. The paper contributes to the pedagogic literature on this topic by proposing a three-stage scaffolding model.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.