Youth development is the deliberate progression of providing all youth with the support, relationships, experiences, resources, and opportunities needed to become effective and proficient adults. The objective of this study was to understand the important role of belongingness in Subjective Well-being of adolescents. A sample of 197 adolescents from Eastern Uttar Pradesh, participated in this study. The extreme group strategy was used to identify subjects as high and low on the basis of the scores of Belongingness Motive Scale (Afroz S. & Tiwari PSN 2017). Subjective well-being scale (Roop Nagpal1982) was administered to get the data. The result of One Way Analysis of Variance showed that High and low groups of belongingness significantly differed on p<.01 level for positive affect, Negative affect, Rootedness & belongingness, Structural and Cohesive aspect of Family and Subjective well-being score. The result was congruent with the previous results and also added the existing literature that a strong sense of belongingness contributes to individual and community well-being (Cherry K. 2019).

Today, the link between concepts of education and diversity are far away in schools in Chile, and even more so in the country's educational policies, which only interests the concept of inclusion as a more segregating than inclusive concept. Three years after it was promulgated by President Michelle Bachelet, on Tuesday, March 1 of this year, the School Inclusion Law begins to be officially applied. Doubts, criticisms and marked differences persist from different sectors towards the new regulations that in principle intends to end the profit, selection and co-payment in subsidized private education establishments and not to the integration and inclusion of students with SEN as a focus principal.

Pursuant to the Government of Kenya’s policy framework on education, training and research a comprehensive policy framework has been developed to ensure that quality services are delivered efficiently and effectively at all times in ECD centres in Kenya. The purpose of this study was to determine the influence of infrastructure development policies on provision of quality teaching and learning of early childhood education in Mbita Sub-County Homabay County, Kenya. The study adopted organizational learning theory. Descriptive survey research design was employed. The sample size for this study was 27 head teachers, 54 ECD teachers, 6 Zone ECD Supervisors. The study used simple random sampling and purposive sampling technique. The tools used in this study were questionnaires and interview schedules. Quantitative data was analyzed using descriptive statistics while qualitative data was analyzed according to emerging themes. The analyzed data was presented using tables. The study findings showed that 79.49% (mean=3.97 and Std Dev=1.093) of the respondents accepted that the county has policies guiding classroom structuring which has enhanced teaching and learning. In conclusion, school infrastructures like toilets, play grounds, classrooms, and libraries are constructed according to the ministry of education standards. Toilets, pit latrines are located far from the classrooms to avoid air pollution and provide good learning environment. The study recommends that the ministry of education at the county level should facilitate construction of libraries in the primary schools so as to improve and enhance teaching and learning of children beginning from the preprimary to senior classes. In addition, the facilitation will boost learning and power of implementing and enacting the policies set for improving learning and teaching of learners.