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The purpose of this paper is to empirically investigate the possibility of financial crowding out in the long-term debt market in India taking the corporate bond market as a proxy.

The study follows a two-pronged approach. First, it tests the corporate bond market sensitivity to interest rate, along with other determinants like commercial bank credit and government securities size using the autoregressive distributed lag approach. These are considered instrumental in the development of a long-term debt market. Second, it tests if the interest rate changes are fiscal deficit (FD) induced using Granger causality framework.

It finds evidence of both the interest rate sensitivity of the corporate bond market and the interest rates to be FD induced, thereby empirically validating the possibility of financial crowding out in the Indian debt market segment.

Based on the results, it seems that any deviation from the path of fiscal prudence can prove dear in the development of the corporate bond market. Also, the banking sector is overexposed to the risks it is not geared to handle, given by the serious asset-liability mismatches and contraction it leads in the market debt, like the corporate bond market. The government securities market could be further developed, which would provide a cue to corporate segment further and also a benchmark yield curve.

The study adds to the very limited literature on the corporate bond market in India, especially in the empirical domain and possibly is the first attempt to empirically explore the aspect of financial crowding out with reference to corporate bond market.

After the electoral victory in 2018, the newly formed Pakistan Tehreek-e-Insaf (PTI) government presented its National Education Policy Framework, chalking out its priorities of bringing more than 22 million out-of-school children to schools, improving educational quality, and introducing a uniform education system in the country. However, the government’s grand ambitions, transpired quickly, only to produce a draft of a new unified curriculum in 2020. This chapter investigates the newly formulated Single National Curriculum (SNC) in Pakistan by using the lens of Critical Cultural Political Economy of Education (CCPEE). To understand the endogenous and exogenous factors shaping the SNC, the chapter argues that securitization and neoliberalization are the significant factors informing the development and the production of the new curriculum.

The COVID-19 pandemic has uncovered public health vulnerabilities worldwide, particularly in the hard-hit USA. US public health professionals, regardless of role, may need to exercise leadership in both planned and unexpected situations. This model of practice outside of traditional roles, known as Public Health 3.0, requires adaptive leadership – a systems approach to making progress on complex challenges. Educational programs should improve students’ adaptive leadership competency to prepare them for the public health workforce. This paper aims to provide an educational framework for implementing adaptive leadership instruction for undergraduate students.

This paper used experiential and traditional instructional strategies and adaptive leadership competencies to develop a semester-length leadership course for undergraduate students in health, nursing, social science, business and education. Adaptive leadership principles were learned and practiced, preparing students for systemic challenges through the lens of Public Health 3.0. Competencies were assessed pre- and post-semester.

Of 248 students, 72% were health professions majors. Students reported pre-post scores on 29 measures of competency, interest, learning and behavioral change. Quantitative evaluations identified statistically significant improvement in all domains. Additional quantitative feedback indicated improvement on the three Kirkpatrick levels of evaluation assessed (reaction, learning and behavior).

Tiered evaluation methods indicated that this leadership course enhanced participants’ self-reported adaptive leadership learning and competency, as well as intention and ability to translate learning into practice. A broad spectrum of competency development is needed for students entering practice in the Public Health 3.0 era, particularly related to pandemic response.