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Set in the Indian context, this chapter speaks of the wider concern expressed in teacher education more generally, that of increasing the efficacy of preservice teacher education for social justice. In India, equity in education has been a central concern within the striving for social justice since independence in 1947. Schools now include vast numbers of culturally diverse students, who were once excluded. However, notions of “standardization” and “homogenization” that tend to ignore their diverse voice, make transaction in the classroom an alienating experience for them. These normative ideas are challenged by emerging multicultural and critical perspectives in education which recognize linguistic and cognitive diversity and the need to create spaces for learners’ self-expression by nurturing their cultural identities in school. My chapter analyzes the effect of the collision of these two perspectives on an in-service ESL teacher and the culturally diverse learners she teaches. It then examines in what ways this pedagogy is promising for preservice teacher education that seeks to promote teaching for social justice.

This paper aims to review the higher education system in India and to examine the challenges and opportunities for cross border higher education.

The paper uses a review of published statistics and extant literature on Indian higher education provision, regulatory mechanisms and cross border higher education.

The higher education system in India is long established, has many strengths and has significant potential for growth. Whilst the regulatory system is largely onerous and could be simplified, there is significant scope for growth of cross border higher education.

Within the context of the current developments taking place in the higher education sector in India, this paper addresses issues related to growth and the challenges and opportunities for cross border higher education.

This chapter reviews the extent of influence new regionalism has had on the development of the education sector in South Asia. The history of South Asian Association of Regional Cooperation (SAARC) development, and its regional state-supported initiative, the South Asian University, reflect a multitude of local challenges to effective regionalization for cross-national educational development. The chapter describes and distinguishes the various forms of regional efforts for cooperation and integration among government actors, nongovernmental organizations, and local activist groups and forums, to chart certain key regional efforts to consolidate intraregionalism as well as establish interregional relations of educational development and policy with countries of sub-Saharan African region. It utilizes the transnational advocacy networks framework to understand and interpret diverse manifestations of interregional cooperation between nonstate partners in South Asia and sub-Saharan Africa.

To share the conference themes and presentations from the 2006 Nigerian Library Association National Conference.

Gives a brief review of the main events of the conference.

Serious concentration on library technology and ICTs in general to promote open access and encourage better skill sets and competitive advantages in world’s information marketplace.

Illustrates that innovation and technical expertise are the general themes that were impressed upon by most speakers in order to achieve goals.

Developing composite index-regional entrepreneurship, technological readiness and institution quality index (RETRIQ) of regional entrepreneurship, technology readiness and quality of institution to measure regional competitiveness. This study, also, aims to test econometrically the effectiveness of the index in capturing the economic performance of the sub-national regions.

The data of eight indicators used in the index are from sources available freely in the public domain. The causal relationship analysis is done using panel data of 10 years from 2008 to 2017 for 32 Indian states/union territories. The generalized method of moments (GMM) is used for this dynamic regression estimation.

Based on RETRIQ, 32 states and union territories of India have ranked. The estimation using GMM shows a significant association between the composite index and economic growth.

The limitations of the study include the broad assumption that these sub-national regions belong to a uniform macro-economic and technology environment and data constraints as it is a longitudinal study. Then, the implication of the study is that the composite index-RETRIQ could capture differences in regional competitiveness explaining regional economic disparity.

The index will be useful for policy implications in the assessment of competitiveness disparity.

It is a composite index of regional entrepreneurship, technological readiness and quality of the institution. The panel data across states along 10 years series is novel.

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.