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1. The future of women in India: Barriers, facilitators and opportunities

Author:
Amita Vyas, Misha Iqbal, Capucine Querenet, Harris Samad, and Irfan Nooruddin
Publication Date:
03-2023
Content Type:
Policy Brief
Institution:
Atlantic Council
Abstract:
The barriers South Asian women face in the workforce are deep and intersecting, including but not limited to: accessing digital technology; disruptions to supply chains; the dual burden of managing eldercare and childcare; limited physical and mental health services; and the increased risk of gender-based violence (GBV). These are key obstacles to women’s labor force participation, and all were exacerbated by the COVID-19 pandemic. According to a joint report published by the International Finance Corporation and the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), 35 percent of women entrepreneurs in India reported that they have suffered declining revenues due to COVID-19, and 72 percent of female small business owners in Sri Lanka reported experiencing difficulties accessing their usual financial services. The same report found that female job-loss rates resulting from COVID-19 are about 1.8 times higher than male job-loss rates globally. Women’s participation and advancement in the labor force not only benefits women themselves, but also men, families, communities, and the entire nation. Despite this, women’s work is a minefield of visible and invisible barriers, rooted in inequality, patriarchy, and privilege. Global corporations, civil society, governments, and businesses across the South Asian region and the globe are committed and poised to support women’s advancement in the workplace, and are well positioned to accelerate and complement these efforts through direct investments and advocacy. But, first, two key areas must be explored, and they serve as the foci for this issue brief: Raise awareness of key economic challenges facing women across the region. Explore best practices and opportunities for addressing these pressing challenges.
Topic:
Education, Women, Resilience, and Society
Political Geography:
South Asia and India

2. Chinese Military-Civil Fusion: Sino-Italian Research Cooperation

Author:
N. Lill
Publication Date:
01-2023
Content Type:
Policy Brief
Institution:
International Centre for Defence and Security - ICDS
Abstract:
The Chinese government exploits foreign academic infrastructure and talent to build a world-class military. Although cooperation with China offers alluring investments, it risks research objectives being mandated by or from China and may result in unintended knowledge transfer in critical areas. Considering the extent of Chinese military-civil fusion, any collaboration—with military and non-military institutions alike—is likely to boost Chinese military capabilities. Utilising academic exchanges to further military ambitions is a coordinated and broad long-term strategy that has benefited from the West’s limited knowledge of Chinese institutions and their links to the military. To repurpose a quote by Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.” And for now, that weapon is handed out without deep consideration or proper regulation.
Topic:
Education, International Cooperation, Research, and Civil-Military Relations
Political Geography:
China, Europe, Asia, and Italy

3. The Chinese Communist Party’s Campaign on University Campuses

Author:
Ellen Bork
Publication Date:
06-2023
Content Type:
Policy Brief
Institution:
Hudson Institute
Abstract:
The People’s Republic of China (PRC)’s influence activities at American universities have received considerable scrutiny from the US government, Congress, and media over the past several years. Many of them operate under the auspices of its united front, a loose network of entities for which there is no American equivalent.1 The united front is a Leninist concept the Chinese Communist Party (CCP) adopted from the Soviet Union in the earliest phase of the party’s development. United front activities “control, mobilize, and otherwise make use of individuals outside the party to achieve its objectives . . . domestically and internationally.”2 In recent years, General Secretary Xi Jinping has reinvigorated the united front, drawn it more tightly under his control, and directed it to serve an ambitious agenda to project Chinese power globally and undermine liberal democratic norms. China’s influence activities are part of the country’s subnational united front agenda, which targets not only universities but also state and local governments, private businesses, and civic organizations, in line with Mao Zedong’s directive to “target local entities in order to weaken the national core.” Some of China’s united front efforts, including Confucius Institutes and Chinese Student and Scholar Associations, have experienced declines and exposure. This is not as significant as it might seem. The CCP has a record of responding to united front failures by regrouping and doubling down. US intelligence agencies have warned that China is intensifying influence efforts at the subnational level. Several factors complicate America’s ability to respond effectively to China’s united front activities at American universities. Under America’s federal system, states, cities, and educational and civic institutions have no responsibility for and little experience in defending against national security threats. For much of its relationship with the PRC, the US minimized the fundamental differences between the US democratic and Chinese communist political systems. American leaders encouraged not only trade and investment but also participation in activities that served the PRC’s political, ideological, and other agendas. Furthermore, Washington largely accepted the CCP’s conflation of itself with China and the Chinese people, enabling it to cast its critics—including those in the US and elsewhere in the West—as “anti-China,” xenophobic, or racist. The Trump administration began countering united front activities, including by educating the American public, state and local officials, and university administrators about the threat they pose. Despite the bipartisan consensus on China that has emerged in recent years, the Biden administration has not maintained the same priority on countering united front efforts.
Topic:
Defense Policy, Education, National Security, and Chinese Communist Party (CCP)
Political Geography:
China, Asia, North America, and United States of America

4. Korea's Official Development Assistance to the Philippine Education Sector: Observations and Inputs

Author:
Inero Ancho
Publication Date:
03-2023
Content Type:
Policy Brief
Institution:
Korea Institute for International Economic Policy (KIEP)
Abstract:
Advocating inclusive and equitable quality education (SGD 4: Quality Education) is central to sustainable development efforts anchored on collaboration and partnership that enable the policy-to-impact synergy. Agencies and institutions in various levels need to align motivations as they work towards realizing education for sustainable development (ESD). As education fuels sustainable development, school access and completion need to be prioritized, as wealth inequality and gender gap are eliminated. Human capital investment involves the provision of relevant and responsive education systems and training. These mechanisms enable an individual to be productive and contribute to positive outcomes, improved standard of living, and potential gains. As a core element to growth and poverty reduction, human capital suggests implementing significant and concrete progress in core education indices. Further, sustained economic growth, increased productivity value, and favorable social returns are manifested outcomes at the macro level. This paper looks at the ODA from Korea to the Philippines in the context of education. The discussion will be anchored on the Philippine Development Plan and AmBisyon Natin 2040 as roadmaps reflecting the aspirations of every Filipino of having a strongly rooted, comfortable, and secured life.1 Observations and inputs will be offered to ensure effective ODA and provide focus and ways forward towards access to and quality of education, along with programs and projects that contribute into any meaningful development of the Philippine economy.
Topic:
Development, Education, Economy, Human Capital, and Sustainability
Political Geography:
Asia, South Korea, and Philippines

5. Budget Brief: Samagra Shiksha

Author:
Mridusmita Bordoloi, Avani Kapur, and Sidharth Santhosh
Publication Date:
02-2023
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
Samagra Shiksha is Government of India’s (GoI’s) school education programme covering preprimary to higher-secondary levels. Launched in April 2018, the scheme is the primary vehicle to implement the provisions under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, and the goals for school education envisaged under the National Education Policy (NEP), 2020. After a year of reopening of schools, post the COVID-19 pandemic, this brief uses government data to analyse Samagra Shiksha performance based on: ■ Trends in allocations, releases, and expenditures; ■ Component-wise approved budgets; ■ School enrolment trends pre and post COVID-19 pandemic; and ■ Learning outcomes and ICT infrastructure.
Topic:
Education, Governance, Budget, COVID-19, and Public Spending
Political Geography:
South Asia and India

6. Budget Brief: Pradhan Mantri Poshan Shakti Nirman

Author:
Avani Kapur, Sharad Pandey, and Madhur Sharma
Publication Date:
02-2023
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The National Programme of PM POSHAN, previously known as the National Scheme for Mid-Day Meals in schools (MDM), is a scheme to provide one hot cooked meal in government and government-aided schools, with an aim to improve the nutritional status of students. This brief reports on trends for PM POSHAN performance along the following parameters: ■ Past trends in allocations, releases, and utilisation; ■ Coverage and provision of meals to students; and ■ Management Information System (MIS) and Automated Monitoring System (AMS).
Topic:
Education, Budget, and Students
Political Geography:
South Asia and India

7. Crumbling cornerstone? Australia’s education ties with Southeast Asia

Author:
Susannah Patton
Publication Date:
11-2022
Content Type:
Policy Brief
Institution:
Lowy Institute for International Policy
Abstract:
WHAT IS THE PROBLEM? Successive Australian governments have billed education as the cornerstone of its people-to-people connections and influence in Southeast Asia. Yet the era of the Colombo Plan, in which Australia educated the region’s top leaders, is over. Changing economic relativities, and the success of both established and new competitors such as China and Japan, mean Australia’s access and influence through education to the region’s future leaders will decline. Moreover, a narrow focus on Southeast Asia as a market for generating international student revenue may lead to Australia missing opportunities to help build regional human capacity and advance its bilateral relationships. WHAT SHOULD BE DONE? The Australian government needs to increase and diversify scholarship offerings to students from Southeast Asia. This includes refocusing on the Australia Awards and reintroducing a merit-based scholarship targeted at the regional countries that do not receive bilateral development assistance from Australia (Thailand, Malaysia, Singapore, and Brunei). A new international education strategy should develop a focus on building regional human capacity, rather than viewing international students solely in terms of a market opportunity. The government should also reshape the New Colombo Plan to focus more on long-term study opportunities to ensure it is meeting its original goal of strengthening Australia’s relationships with countries in the broader Indo-Pacific.
Topic:
Foreign Policy, Education, Bilateral Relations, and Economic Development
Political Geography:
Australia and Southeast Asia

8. Children of War: The Ukrainian Case

Author:
Isabella Martin
Publication Date:
12-2022
Content Type:
Policy Brief
Institution:
International Centre for Defence and Security - ICDS
Abstract:
The war in Ukraine has imposed considerable physical, mental, and emotional damage on children. It is critical to provide mental health and psychosocial support (MPHSS), as well as to reinforce psychological and social infrastructure—in Ukraine and countries hosting refugees—to help them cope with the immediate trauma of war and promote resilience for future reconstruction efforts. Severe damage to civilian infrastructure has left many children without access to schools, healthcare resources, and support networks within care facilities, while those who have fled Ukraine risk falling victim to human trafficking and exploitation. Moreover, children are targets of the Kremlin’s efforts to erase the Ukrainian identity, brutally executed through oppressive policies such as forced school curriculum in the occupied territories and atrocious practice of ’filtration’, with children separated, abducted, and then put up for adoption in Russia. Inside and outside of the country, Ukraine’s youth are left extremely vulnerable to abuse, with the consequences to their mental health to last for generations—and to affect the nation’s post-war recovery—if not taken care of already today. Without developing proper coping mechanisms in children and adolescents now, the trauma imposed on the young generation will hinder rebuilding efforts and undermine societal institutions. It is thus imperative to support MHPSS initiatives and contribute to a resilient society in post-war Ukraine.
Topic:
Security, Civil Society, Education, Health, War, Children, Resilience, and Russia-Ukraine War
Political Geography:
Russia, Europe, and Ukraine

9. Profile and determinants of lived poverty in Benin

Author:
Romaric Samson and Richard Houessou
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Afrobarometer
Abstract:
The 2030 Agenda for Sustainable Development, launched in 2015, outlines global aspirations and priorities through the end of this decade. Prominently, the first two Sustainable Development Goals (SDGs) call for ending poverty “in all its forms everywhere” and for “zero hunger” (United Nations, 2021a). The proportion of the world’s population living in extreme poverty decreased from 36% in 1990 to 16% in 2010 and to 10% in 2015, but the COVID-19 pandemic is likely to have reversed this trend (Sumner, Hoy, & Ortiz-Juarez, 2020). Benin has had one of the fastest-growing economies in sub-Saharan Africa in recent years (Adegoke, 2019), with per-capita gross domestic product (GDP) growth averaging 3.6% between 2017 and 2019 (World Bank, 2020). But the most recent household survey led by the Institut National de la Statistique et de l’Analyse Economique (2018) estimated that 38.5% of citizens still live in poverty. Are GDP gains translating into better lives for ordinary Beninese? According to Afrobarometer survey findings, “lived poverty” – the experience of going without basic life necessities – has worsened significantly over the past decade in Benin. More than three out of four Beninese face moderate or high levels of lived poverty. Many of these citizens continue to have limited access to the electricity grid, water and sanitation services, and other essential development infrastructure. Most importantly, our analysis shows they often lack the education and employment needed to break the poverty cycle.
Topic:
Education, Poverty, Infrastructure, Inequality, and Job Creation
Political Geography:
Africa and Benin

10. The Digital Literacy Imperative

Author:
Romina Bandura and Elena I. Mendez Leal
Publication Date:
07-2022
Content Type:
Policy Brief
Institution:
Center for Strategic and International Studies
Abstract:
Reading, writing, and numeracy: these are foundational skills people learn at school and continue using throughout their lifetimes. But as societies evolve and technology progresses, the learning needs and demands of one generation change for the next. Curriculums in educational institutions must keep up with these changes to reflect the new realities. They do so by removing outdated content, incorporating new disciplines, and innovating with new educational tools and techniques. While previous American generations learned Latin and shorthand, current generations learn Spanish or French and practice typing. In many public schools across the United States, cursive handwriting is no longer taught. Children now practice writing and typing using new technology such as tablets and computers, not typewriters. In advanced countries, educational equipment such as blackboards, chalkboards, and even whiteboards have been replaced with high-tech tools such as Promethean boards. While numeracy and basic literacy are still fundamental to learning, digital literacy has emerged as another critical life skill and is now, per the World Economic Forum, part of the twenty-first-century toolkit (see Figure 1). Beyond basic literacy, digital skills have become indispensable for every global citizen, whether to communicate, find employment, receive comprehensive education, or socialize. More than 90 percent of professional roles in across sectors in Europe require a basic level of digital knowledge and understanding. This need has become even more evident during the Covid-19 pandemic, making it more urgent for countries to embrace digital technologies and their associated skills.
Topic:
Education, Science and Technology, Digitalization, and Digital Literacy
Political Geography:
Global Focus

11. Civics for Adults: A Guide for Civics Content Providers

Author:
Center for Strategic and International Studies
Publication Date:
09-2022
Content Type:
Policy Brief
Institution:
Center for Strategic and International Studies
Abstract:
This guide is focused on fostering greater understanding among adults of the nuts and bolts of our democratic republic and how individuals can and must hold institutions accountable and move us toward a more perfect union. Reinvigorating civics knowledge and civic skills has become a national and economic security imperative. The urgency requires reaching not just K-12 students but also adults. This guide is for civics experts and content providers developing or adapting civics resources to engage adults in their workplaces and their communities. The guide can also be used by businesses, government (including the military), and others seeking to provide civics knowledge and skills to employees, partners, and associates
Topic:
Education, Democracy, and Civic Engagement
Political Geography:
North America and United States of America

12. Inclusive Education: Overcoming Barriers for Students with Disability in ASEAN

Author:
Rubeena Singh
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This policy brief highlights current practices in inclusive education in elementary and secondary schools at the regional level. Please refer to the complementary research paper for detailed information at the country level. Based on analysis of current practices, many countries are making a great effort to include students with disabilities; however, there are gaps in practice and variable understanding of the word ‘inclusion’. This brief provides a framework for action – specifically for schools, ministries, and the Association of Southeast Asian Nations (ASEAN) Member States – to implement the ASEAN Comprehensive Recovery Framework. This can help with an inclusive post-coronavirus disease (COVID-19) recovery, as well as address the United Nations Sustainable Development Goals.
Topic:
Education, Disability, Students, and Inclusion
Political Geography:
Asia and ASEAN

13. Universal Preschool: Lawmakers Should Approach with Caution

Author:
Colleen Hroncich
Publication Date:
03-2022
Content Type:
Policy Brief
Institution:
The Cato Institute
Abstract:
Children are not widgets. What works well for one may not work for another. That is why education is not a one‐​size‐​fits‐​all endeavor. When looking at preschool or K–12 education, having a diversity of options is essential.
Topic:
Education, Children, Legislation, Preschool, and Schools
Political Geography:
North America and United States of America

14. China’s international higher education environment: change and stasis

Author:
The University of Sydney China Studies Centre
Publication Date:
08-2022
Content Type:
Policy Brief
Institution:
China Studies Centre, The University of Sydney
Abstract:
It seems that China’s international higher education environment may be changing. This roundtable discussion focuses on the following 4 topics: 1. Several of China’s leading universities have announced their withdrawal from international ranking schemes. How do more China-focussed measures of performance feed into the push for world-class universities. 2. There seems to be a push to discourage Chinese students from going overseas for international education opportunities, as for example in the postponement of US placement exams and continuing concerns about Covid-19 pandemic control. Is this likely to continue, and if so for how long and under what conditions 3. What are the prospects for recruitment of Chinese students to Australian universities. 4. What are the prospects for China’s international cooperation in higher education, both in research and in delivery of joint venture programs and institutions in China. The discussion was chaired and moderated by Anthony Welch of Sydney School of Education and Social Work, the University of Sydney, and the speakers include academic managers and leaders, academics with an interest in international higher education (China’s and more generally), and those with experience of joint venture higher education institutions.
Topic:
Education, Higher Education, COVID-19, and Study Abroad
Political Geography:
China and Asia

15. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:
Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:
04-2022
Content Type:
Policy Brief
Institution:
Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:
The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:
Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:
Africa, Latin America, Nicaragua, North America, and United States of America

16. The Impact of the Covid-19 Pandemic on Public School Education

Author:
Accountability Initiative
Publication Date:
01-2021
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
This brief presents some of the key effects of the COVID-19 pandemic on India’s public school education, focussing specifically on children. It begins with a discussion of the pre-pandemic status of school education and key policy shifts over the past few years, and provides an overview of the principal issues arising from the pandemic and the resulting school closures. It then offers potential policy suggestions to address these challenges, and thereby ensuring quality education to all children.
Topic:
Education, Health, Children, and COVID-19
Political Geography:
South Asia and India

17. Integrated Child Development Services

Author:
Ritwik Shukla, Sharad Pandey, and Avani Kapur
Publication Date:
02-2021
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
Integrated Child Development Services is Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. It has now been combined with POSHAN Abhiyaan to form Saksham Anganwadi and POSHAN 2.0. Against the backdrop of the COVID-19 pandemic, this brief uses government data to analyse: Required funds, allocations, and releases; Changes in coverage and service delivery due to the COVID-19 pandemic; Human resources; and Malnutrition status
Topic:
Education, Health, Budget, Social Services, COVID-19, and Child Development
Political Geography:
South Asia and India

18. Strengthening basic Education in Ghana

Author:
Paul Osei-Kuffour and Kofi Asare
Publication Date:
03-2021
Content Type:
Policy Brief
Institution:
Ghana Center for Democratic Development
Abstract:
The lack of adequate qualified teachers in rural schools, inadequate financing of basic education at the school/district level and delayed release of the Capitation Grant, lack of teacher accountability, lack of transparency, accountability, and value for money in education spending and low parental support for basic education continue to plague equitable progress in basic education.
Topic:
Education, Government, Public Sector, Rural, and Public Service
Political Geography:
Africa and Ghana

19. First Response: Initial COVID-19 Actions from the IIENetwork

Author:
Clare Overmann, Lindsay Calvert, and Sylvia Jons
Publication Date:
02-2021
Content Type:
Policy Brief
Institution:
Institute of International Education (IIE)
Abstract:
At the onset of the COVID-19 crisis, IIE launched the IIE Network Engagement Series, which consists of thought leadership webinars and interactive small group discussions, called Day-by-Days. These events offered a platform for practitioners and leaders from the field to share their experiences from the first weeks and months of the crisis. These responses and others are captured in this publication to highlight the practices that worked during COVID-19 and to act as an informal reference on how to handle future crises.
Topic:
Education, Crisis Management, Higher Education, and COVID-19
Political Geography:
Global Focus and United States of America

20. Reimagining K-12: Emerging from Disruption with Insights for Reform

Author:
Committee for Economic Development of the Conference Board
Publication Date:
06-2021
Content Type:
Policy Brief
Institution:
The Conference Board
Abstract:
In March 2020, at the start of the COVID-19 pandemic, K-12 schools struggled to transition to remote learning. School districts across the country with differing budgets and technological infrastructure responded uniquely, achieving differing levels of success. The transition to remote learning during the pandemic exposed a deep digital and device divide, widened achievement gaps between students in low- and high-income households, and imposed a physical and emotional toll. Even prior to the pandemic, according to international assessments of student achievement, American children were performing below the OECD average in math, and performance gaps between low- and high-income students were widening faster in the US than in other countries, especially in reading. Pandemic-related school closures and remote learning mandates exacerbated existing inequities domestically. Remote learning has been widespread during the pandemic. Near the end of the 2020–2021 school year, 49 percent of households with children enrolled in public or private schools reported that children were still receiving at least some virtual or online instruction (Chart 2). (In some cases, this included on-campus students logging on to virtual lessons from inside their classrooms, despite their schools having reopened to physical learning.) Virtual instruction is down to about half from the nearly two-thirds of households who reported children moving to at least some online learning at the beginning of the school year.1 However, more than a year after the onset of the COVID-19 pandemic, many children are still subject to the learning limitations of emergency remote learning models.
Topic:
Education, Pandemic, and COVID-19
Political Geography:
North America and United States of America

21. Public development aid should refocus on agriculture and education in Africa

Author:
Louis Caudron
Publication Date:
03-2021
Content Type:
Policy Brief
Institution:
Robert Schuman Foundation (RSF)
Abstract:
On 18 December 2020, the European Commission welcomed the political agreement reached between the European Parliament and the Member States allocating €79.5 billion to a new Neighbourhood, Development Cooperation and International Cooperation Instrument (NDCI) for the period 2021- 2027. Since its creation, the European Union has been a major player in public aid granted by rich countries to developing countries. The European Development Fund (EDF) was launched by the Treaty of Rome in 1957 and for decades provided aid to the former colonies in Africa, the Caribbean and the Pacific (ACP). The eleventh EDF, covering the period 2014- 2020 with a budget of €30.5 billion, will be replaced by the NDICI (Neighbourhood, Development and International Cooperation Instrument). The Union and its Member States are the world's largest donor of official development assistance. Their contribution of €74.4 billion in 2018 represents more than half of the OECD countries’ Official Development Assistance ($150 billion in 2018).
Topic:
Agriculture, Development, Education, and Foreign Aid
Political Geography:
Africa and Europe

22. How Can Europe Deliver on the Potential of Talent Partnerships?

Author:
Kate Hooper
Publication Date:
12-2021
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
Europe faces a looming shortage in skilled workers, one linked to both growing demand in knowledge- and service-intensive sectors and to its aging population and shrinking workforce. For education and training systems, the question is how to train people for the jobs of tomorrow. For migration policymakers, the question is how to attract and retain foreign workers with in-demand skills and experience to help address the shortfall. These priorities are reflected in the European Commission’s New Pact on Migration and Asylum and in the Talent Partnerships the pact proposes. These partnerships will combine new mobility schemes for workers or students from certain non-EU countries with related investments in capacity-building in partner countries, with the aim of attracting talent to Europe and fostering deeper cooperation with third countries on migration. As the European Commission and its partners prepare to launch the first Talent Partnerships in 2022, this MPI Europe policy brief explores how and under what conditions the partnerships could help meet Europe’s labor market needs and provide more tangible benefits for partner countries and migrants themselves. It draws on the experiences of the European Union’s legal migration pilot projects and other past mobility schemes, as well as expert insights, to offer lessons learned on issues including: selecting which countries to partner with, building flexibility into mobility schemes, and thinking critically about how these schemes can dovetail with other policy interventions.
Topic:
Development, Education, International Cooperation, Brain Drain, Employment, Workforce, Skills, and Immigration Policy
Political Geography:
Europe

23. COVID-19 and the Demand for Labor and Skills in Europe: Early Evidence and Implications for Migration Policy

Author:
Terence Hogarth
Publication Date:
02-2021
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
The European Union and several of its Member States have in recent years launched policies designed to increase the demand for and supply of skilled workers in Europe. This includes educating or attracting non-EU workers with in-demand digital skills and those with the expertise needed to further other policy aims, such as the European Union’s Green Deal. These were already ambitious goals before the COVID-19 pandemic hit, heralding an economic recession and high levels of unemployment. Weathering this crisis and setting the stage for a speedy recovery are now top priorities for policymakers across Europe. Yet longer-term labor market trends linked to technological developments and demographic shifts in some countries—as residents age and older workers leave the workforce—remain important, even as pandemic-related labor market disruptions and constrained national budgets may make pursuing policies to adapt to these changes more difficult. This MPI Europe issue brief explores how the pandemic is shaping the demand for workers and skills in the European Union, and how policymakers can respond to these trends. It also considers how leaders can keep one eye on Europe’s longer-term skills needs. Among its recommendations are investments in education and training systems; in measures that ensure migrants living in Europe are able to successfully integrate into the labor market and apply their skills; and in data-driven, transparent mechanisms to detect where resident workers are unable to meet labor demands and migration from beyond the European Union may be needed.
Topic:
Education, Migration, Labor Issues, Economy, Integration, COVID-19, Workforce, and Skills
Political Geography:
Europe

24. Future warfare, future skills, future professional military education

Author:
Andrea Gilli
Publication Date:
11-2021
Content Type:
Policy Brief
Institution:
NATO Defense College
Abstract:
Created in 1951 by Gen. Dwight D. Eisenhower to endow NATO Allies’ officers with a forum for strategic education and politico-military re- flection, this year the NATO Defense College is cele- brating its 70th anniversary. In a world of rapid change and growing uncertainty, the best way to honor the past is to prepare for the future. This Policy Brief contributes to this goal by looking at the future of Professional Military Education (PME). Based on the recent Con- ference of Commandants,1 the discussion is divided into three parts: what the future of warfare is, what skills future warfighters will need to possess, and how professional military education will have to change ac- cordingly.
Topic:
NATO, Education, War, Military Strategy, Leadership, and Professionalism
Political Geography:
Europe and North America

25. Funding the ERP: Analysis of funding for the implementation of the Education Response Plan (ERP) for refugees and host communities

Author:
Oxfam Publishing
Publication Date:
12-2021
Content Type:
Policy Brief
Institution:
Oxfam Publishing
Abstract:
This paper is an analytical review of the financial performance of the Education Response Plan for refugees by the end of June 2020. This analysis gives an in-depth review of the education financing for Government of Uganda supported schools in refugee settlements in Lamwo District Local Government. The total contribution of the Government of Uganda to the actual ERP spend was USD 11.86 million (9.38%). The multilateral donors contributed most to the ERP between year 0 and year 1, with a total contribution of USD 38.69 million (31%). This paper was written by The Centre for Budget and Tax Policy.
Topic:
Education, Refugees, Public Spending, and Schools
Political Geography:
Uganda and Africa

26. The Divide between Economic History and History: From Ideology to Methodology

Author:
Gavin Wright
Publication Date:
03-2021
Content Type:
Policy Brief
Institution:
Economics for Inclusive Prosperity (EfIP)
Abstract:
I attended grad school at Yale in the late 1960s, when the New Economic History was on the ascendancy. Although the NEH was mainly in economics, the broader field of economic history clearly included members of both parent disciplines. At Yale, history grad students like Jan de Vries and Fred Carstensen could do an economic history track by taking a few core econ courses. There was also fair amount of common cause with a movement called the New Social History, interested in pursuing quantification to write “history from the bottom up.” Membership and presidents of the Economic History Association were about equally divided between the two disciplines. When I started at Michigan in 1972, there were two card-carrying economic historians in the history department (Sylvia Thrupp and Jacob Price), and similar lineups were not unusual elsewhere. The era of coexistence came to an abrupt end with the publication of Time on the Cross by Fogel and Engerman in 1974. The book was controversial not just because of its claims about slavery in the United States — that slavery was efficient, productive, and not all bad for the slaves — but because these claims were presented as a summation of research by cliometric economic historians over the previous decade or more. Even though some of the most robust critiques came from within economic history — consolidated in Reckoning with Slavery, published in 1976 — many historians felt that any discipline that could generate such an offensive brand of history did not deserve respectful intellectual status. In truth, History was probably going its own way towards the “cultural turn” anyway. To the extent that economic history had something to do with this move, it would have been a reaction to the observation that much of the new work seemed drawn moth-like to the discovery of markets and market processes in history, concluding that “markets worked.” Bill Parker remarked on this tendency in his presidential address to the EHA: “From Old to New to Old in Economic History” (JEH 1971), describing the NEH as “a gigantic test of the hypothesis of economic rationality of a system and of the behavior of individuals within it.” Robert Lucas wrote: “The central lesson of research in economic history is that neoclassical economics applies anytime, anywhere.” This now seems like something of a caricature, but for the NEH roughly through the 1970s, Lucas was largely correct. A case in point that mattered to many historians was the agricultural regime of the postbellum South. Works published in the 1970s by Joseph Reid, Stephen DeCanio and Robert Higgs all concluded that sharecropping was not an exploitive economic form, and that any racial oppression that did occur was rooted in politics rather than markets. Small wonder that historians found little to attract them to this style of research.
Topic:
Economics, Education, History, Slavery, Ideology, and Macroeconomics
Political Geography:
United States