Education, research and knowledge are fundamental pillars for predicting a country’s future development. The Dossier  tackles the role of education as a social elevator and the presence of students of immigrant origin in the classroom.

Energy poverty is a growing phenomenon since the beginning of the crisis in 2008 and the highest incidence is found in certain socioeconomic groups. What are the consequences of this reality? What structural measures would be needed to tackle this problem?

To what measure do differences in educational level and gender result in a greater or lesser degree of poverty? Despite the advances in healthcare, education and income that have taken place in Spain, inequalities persist based on people’s level of education.

Insofar as cultural heritage is a common good, its governance should be carried out in a way that is transparent and open to citizens; it is for this reason that the contributions of users are as important as the skills of the experts.

Health inequalities exist between Spanish individuals that are related to their socioeconomic situation. An analysis of the effects on social groups would allow effective policies to be designed to combat this inequality. 

Pre-school education plays a fundamental role in improving reading comprehension capabilities in primary and secondary school, especially among immigrant students. This is shown by the results in the three countries analysed: Spain, Norway and Sweden. 

The admission of immigrant students in the classroom has represented a significant change for the Spanish education system. Are there differences in the results of immigrant and non-immigrant students? Why?

Parental job insecurity – due to unemployment or temporary employment – is directly related with a reduction in the academic performance of their children, and its effects are different depending on whether such insecurity is suffered by fathers or mothers.

Public investment in R & D is one of the pillars of knowledge-based economies. How can we ensure that this effort is applied intelligently? What do governments need to know to support the investments with  greater social return?

How can equal opportunities be guaranteed for children and young people at risk of social exclusion? We analyze the current results and future challenges posed by comprehensive education inside and outside of the school. 

Inequality as a phenomenon can be studied from a local, global or international perspective. Branko Milanovic integrates these three points of view in order to reflect on the effect of globalisation within this inequality.

What do people living in poverty experience and what policies could help them? These two books aim to answer these two questions from opposing perspectives. Economics of Poverty adopts a theoretical and global focus, while Scarcity approaches the subject empirically and looks at specific cases.

How are the European welfare states facing up to the challenge of long-term care? From diverse viewpoints, the two books analyse and look at giving a response to the new challenges that have emerged.