Bibtex export


@book{ Binot2020,
 title = {India, Germany and Europe: a Spatial Perspective at SDG 4 on Quality Education},
 author = {Binot, Regine and Debnath, Tania and Kar, Biswajit and Kundu, Debolina and Milbert, Antonia and Mishra, Rakesh and Müller, André and Schmidt-Seiwert, Volker},
 year = {2020},
 series = {BBSR-Analysen KOMPAKT},
 pages = {24},
 volume = {13/2020},
 address = {Bonn},
 publisher = {Bundesinstitut für Bau-, Stadt- und Raumforschung (BBSR) im Bundesamt für Bauwesen und Raumordnung (BBR)},
 issn = {2193-5017},
 isbn = {978-3-87994-770-6},
 urn = {},
 abstract = {Responding to crucial challenges in urban and rural development led the United Nations decide on the New Urban Agenda as well as the 2030 Agenda and the Sustainable Development Goals (SDGs). In order to understand the spatial patterns, which SDGs produce, a national and supranational spatial perspective is taken on SDG 4 "Quality Education". SDG 4 highlights the human right on education and requests institutions to ensure inclusive and equal access to education for all. In many countries, one can note gender differences related to schooling at all levels or at graduation. Education in general and the education of females in particular influences largely the social and economic development of countries, ranging from health and birth control to a higher economic output of enterprises lead by mixed teams. The chapters visualise the spatial analysis of SDG 4, respectively on school graduates, female school graduates and scholar exclusion. Alternating maps illustrate the spatial perspective on SDG 4 in India, Germany and Europe by taking manifold national as well as supranational views wherever feasible.},
 keywords = {Bundesrepublik Deutschland; Indien; Schulabgänger; sustainability; Hochschulbildung; ländliche Entwicklung; urban development; educational opportunity; Federal Republic of Germany; Europa; school education; rural development; Bildungsabschluss; level of education attained; sustainable development; university enrollment; educational offerings; nachhaltige Entwicklung; Europe; geschlechtsspezifische Faktoren; school graduate; Schulbildung; Raumplanung; spatial planning; Bildungschance; Stadtentwicklung; Studentenzahl; Bildungsangebot; Nachhaltigkeit; gender-specific factors; India; university level of education}}