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The purpose of the research is to propose reforms that would help to bridge the gap between theory and practice and produce more effective urban planners. The research on urban planning curricula in the global South is a valuable contribution to the field of urban planning education. It provides a new perspective on the challenges facing urban planning education in these countries and offers a roadmap for improvement.

The research explores and evaluates the urban planning curricula in the global South, with a particular interest in Egypt. The research employs the use of questionnaires with 56 university instructors, analysed thematically, to evaluate the current content of curricula. The results are compared and correlated with a pilot study exploring research interest, government policies and practices of urban planning in Egypt.

Through comparing the results of the evaluation with the current research interest in urban planning in Egypt, the paper investigates the possibility of improving current educational curricula using comparative network analysis which would establish stronger interdisciplinary connections.

The seeming disconnects between urbanism concepts taught in educational curricula and their relevance in practice and reality is a vital issue in urban studies and planning. Interdisciplinary connections with topics like politics, economies, gender, and others can assist curricula in becoming more relevant to real-world situations. This disconnect is even more apparent in the global South where most educational content is highly derivative from Northern contexts. Though such interdisciplinary aspects are under discussed in educational curricula, they are frequently discussed in academic research.

Mainstream narratives in Indian history do not delve into the checkered history of the west coast. The reasons for this are many, including a predominantly center-outwards viewpoint of historians. West coast has always been open to sea route influences aiding its diversity. However, the lack of natural defense against colonizers from the sea destroyed indigenous and personal heritage. Small town narratives include uprooting, lack of access to past heritage and new settlement creation. The heritage of this everyday landscape shaped by human grit is the subject of the study.

This qualitative ethnographic study includes document analysis, transect walking, architectural built form study, open interviews and participatory observations.

The motivations for heritage management can be grouped into economic, cultural and technological. From a financial point of view, the urban core studied is still relevant and sustainable. Likewise, the Krishna temple dominates the cultural discussion and architectural documentation as a religious center. However, the cultural heritage of business streets and the third motivation of building technology have been largely ignored. This disregard is evident from neglect and the pastiche use of monumental or ornamental styles alien to the region for restoration efforts.

“Heritage is personal and individual as well as collective and universal” (Mire, 2016). The Pete heritage is not just crucial for the communities they house but the town as a whole. Their nonimpervious nature means that they hold collective memories for everyone. Attention to memories and monuments will increase the possibilities of shared responsibility between various stakeholders (Swenson et al., 2012). Therefore, they should be seen as a part of the larger whole.

This paper argues for the recent global bottom-up approach in heritage management rather than the conventional established practices. Established heritage management focuses on the mainstream, royal or specific ethnic heritage in the Indian subcontinent. The heritage of the common person rarely has the grandeur of monumental architecture taken up for preservation by the state. As a result, societies' individual and collective heritage are at risk of rapid erasure under the pressures of modernization. Built forms are repositories of cultural information; therefore, a sustainable instrument for the preservation of everyday heritage can be created with culture as an actuator. This study looks at the narrative of the historical coastal small-town business core created by internal mass migration due to colonization.

While the monetary returns to education are well documented in the economics literature, the studies on non-monetary returns to education are scarce. The purpose of this study is to provide new insights into the non-market outcomes by exploring how education influences the food consumption choices of households and how these effects vary across different socio-economic groups using household-level calorie consumption data from Sri Lanka.

This study uses two waves of Household Income and Expenditure Surveys – 2006/2007 and 2016. The methods adopted in analysing the data were descriptive statistics and the OLS regression model.

The empirical results show that educated poor households pay less per calorie compared to non-educated poor households, highlighting the role of education in improving the ability to make better food choices and manage household budgets more economically.

This study informs policy-makers of the importance of education for formulating food and nutritional policies, which aim to raise the standard of living of resource-poor and vulnerable households in Sri Lanka as well as other developing countries with similar socio-economic conditions.

To the best of the authors' knowledge, this study is the first to explore the impact of education on the calorie consumption behaviour of people in the Sri Lankan context using nationwide household surveys.

The peer review history for this article is available at: https://publons.com/publon/10.1108/IJSE-01-2022-0007