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The purpose of this study is to analyse, firstly, whether education, financial inclusion, financial literacy and financial planning can be antecedents that affect Islamic welfare and, secondly, whether productivity can be a mediator to improve Islamic welfare.

This study involved quantitative research using data obtained from a survey. The respondents were 538 Muslim families in East Java, Indonesia. Structural equation modelling was used for the analysis.

This study tested 13 hypotheses, of which 10 were accepted. The accepted hypotheses refer to the effects of financial literacy on productivity, financial inclusion on productivity, financial planning on productivity, financial planning on Islamic welfare, education on Islamic welfare, productivity on Islamic welfare, financial literacy and productivity on Islamic welfare, financial inclusion and productivity on Islamic welfare and financial planning and productivity on Islamic welfare, as well as the effects of financial inclusion on Islamic welfare. Meanwhile, three hypotheses were not accepted; they refer to the effects of financial literacy on Islamic welfare, the effect of education on productivity, as well as the impact of education and productivity on Islamic welfare.

The study was conducted only with respondents living in East Java, so the results depict the condition of Muslim families’ welfare in East Java.

Research into the antecedents of Islamic welfare has received little academic attention, so this study explores how education, financial inclusion, financial literacy, financial planning and productivity could affect Islamic welfare among Muslim families.

Student mothers on welfare balance three primary “identities” or “responsibilities”: mothering, being a student, and being a welfare participant. Each role or identity is expected to be an individual’s top priority; however, mothers who participated in my research discuss how some days kids must come first, or their schoolwork needed their primary attention, or welfare requirements demanded it. The women in my research examined their stress and the strain of navigating these various “primary” roles and identities. In this chapter, the author explore how mothers who were marginalized by being poor, being student parents in college, and being on welfare managed this struggle. With so few resources – especially so little time or money – participants discussed the juggling act and identity negotiation that they managed on a near daily basis. Mothers explored how this delicate balancing act sometimes fell apart and resulted in burnout, welfare sanctions, failing or dropping classes, or fights with their kids. How is their mothering affected by this balancing act? This chapter explores the women’s experiences from an intersectional lens, and also from a theoretical frame of how women’s human, social, and cultural capital played a role. The women who were active with the grassroots activism were more clear about their role negotiations, how to balance it, and also felt less alone in their struggle. Finally, the implications of this research for social policies are addressed in the conclusion.

This chapter suggests that welfare management is becoming a matter of being able to use the open space in between formal roles, silos and organisations to actualise a not yet possible, qualitatively better welfare here and now. The discourse about the open-ended and futuristic space in between is challenging practices of welfare education. A growing field of studies is criticising the centres of education, learning and research for being a McDonald’s culture, with an overly linear approach, unable to connect passion, sensitivity and intuition with knowledge. This chapter goes further than criticising existing practices. Building on notions of affective studies, the aim is to experiment on how to shift the focus from thinking about open spaces to intensifying thinking-spaces, able to generate the processual relations increasing the opportunity for a qualitative better welfare to occur here and now.

The object of the chapter is an experiment entitled The Future Public Leadership Education Now. It is based on non-representational studies and designed to operate on the affective registers.

The chapter offers a theoretical and pragmatic wandering as wondering. It continues and expands the experiment as an ongoing thinking-spaces moving between the known and the unknown. It aims at gently opening the opportunity for a qualitatively better welfare to occur.

Researchers become welfare artists intensifying affective co-motions as ongoing and form-shifting processes.

Purpose – In this chapter I unpack the public workforce system, with a gender lens, to detail and assess its ability to provide job training and education to single mothers. Based on that analysis, I suggest strategies to develop job training policy that attends to the needs of single, working, poor mothers, and can help provide them with the education and skills training to raise themselves and their families out of poverty.

Methodology – Analytical review of existing policy and research.

Findings – With 1996 welfare reform, the United States “reformed” welfare policy so that recipients would be immediately attached to the labor market, and have a specified lifetime limit to receive public assistance. As a result, millions of single mothers are now working, but still poor. A companion piece of legislation to welfare, and what is the country's federal employment and training legislation – the Workforce Investment Act – does not provide single mothers with the human capital skills to escape poverty. The United States need a job training policy that actually does provide single mothers with routes out of low-wage work and includes attention to gender in constructing and implementing that policy.

Practical implications – The chapter provides recommendations to craft workforce policy in ways that will help women attain education and training in ways that acknowledge the complexity and structural constrains in their lives.

Value of chapter – The chapter presents a new vision for workforce development policy that takes into account gender and women's lived experiences.

Bobbie Scull's bibliography of federal government bibliographies was begun in 1971 as an annual informational publication primarily intended for the faculty at Louisiana State University. Later she distributed it to libraries all over the state of Louisiana. In 1973 RSR began to publish these lists on an annual basis. This is the fourth such appearance. In the meantime these bibliographies were cumulated and published in two volumes: Bibliography of U.S. Government Bibliographies 1968–73 and 1974–76. (Pierian Press, 1975, 1979). RSR is proud to continue the annual supplements which are now computer produced at LSU. Although this supplement appears in Volume 8:1 (1980) in the future they will appear in the final issue of the year.

This paper assesses the drop-out rate among disadvantaged students within vocational education and training. The purpose of this paper is to examine the probability of dropping out after school-based training for child welfare clients – a particularly disadvantaged group of youth. Child welfare clients’ drop-out rate is compared with students from a representative sample of their peers.

Average marginal effects were calculated from multinomial logistic regression models. Data were from public registries (n=10,535).

The results show that differences in observed characteristics cannot explain differences in drop-out rates between child welfare clients and the majority peers. It is argued that this drop-out rate is likely a result of employers favoring apprenticeship applicants who are similar to them or that child welfare clients lack networks, which previous research has identified as crucial in finding an apprenticeship.

The results suggest a need for action targeting disadvantaged youths in the transition that follows school-based training.

The paper adds to the very scarce literature on transition from school-based learning to apprenticeships.

This compilation of over 500 United States Government bibliographies is the second annual supplement to BIBLIOGRAPHY OF UNITED STATES GOVERNMENT BIBLIOGRAPHIES 1968–1973 (Pierian Press). Due to the Government Printing Office backlog during 1974, many 1973 and 1974 titles are included in this 1975 Supplement, which should have appeared earlier.

The first part considers the role of welfare in an institution of higher education, and the different (and sometimes conflicting) traditions and priorities which apply to staff as opposed to student welfare. Describes the impact of Government policy in expanding the higher education sector, and how this has led to a review of the student welfare provision and, in particular, the recognition of a need for a resource dedicated to student counselling. In the second part describes the personnel and ethical issues of recruiting a student counsellor in detail: the appropriate type of counselling to be used; “fitting” the post to a hierarchical administrative structure; defining levels of accountability and the limits of confidentiality; and discusses clarifying possible areas of role conflict with other staff.

Examines the Kansas job opportunities and basic skills programme to analyse why education and training programmes fail to reduce poverty and promote self‐reliance for programme participants. Uses profit model analysis to examine the effect of the Kansas job opportunities and basic skills programme on job readiness and employment. Examines client accountability to evaluate compliance with programme directives. Concludes that welfare recipient participation rates in KanWork education and training hold the key to understanding why Kansas welfare programmes contribute little to clients gaining marketable job skills.

The paper presents a study on whether citizens’ immigration attitudes shape their attitudes towards social welfare in three Nordic countries.

The main analysis was performed using linear regression analysis. Data were retrieved from the eighth round of the European Social Survey (2016). The data cover the Finnish, Norwegian and Swedish respondents (N = 5,021).

The analyses indicate that citizens’ immigration attitudes are associated with their social welfare attitudes. The more positive the attitudes towards immigration are, the more positive the attitudes toward social welfare will be. Further, people in the political Left have more positive attitudes towards social welfare compared to those in the political Right; but, the immigration issue is more divisive of the political Left’s opinion than that of the Right.

Public opinion research has its limitations because behind an individual’s opinion there are many hidden factors. An individual may also have different opinions depending on the dimensions of the welfare state.

If the immigration issue reduces the support for social welfare among the political Left, it may reduce the legitimacy of the Nordic social policy because the support of the political Left has traditionally been in favour of the universal principles of the welfare state.

The association of the immigration issue and social welfare attitudes has been broadly studied; but, the interaction of the immigration issue and political opinion on social welfare attitudes is less studied.