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181. The Effectiveness of School Closures and Other Pre-Lockdown COVID-19 Mitigation Strategies in Argentina, Italy, and South Korea

Author:
Claudio Neidhofer and Guido Neidhofer
Publication Date:
08-2020
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
The rapid spread of COVID-19 forced policy-makers to swiftly find solutions to reduce infection rates and keep mortality as low as possible. Empirical analyses on the effectiveness of control measures are hereby of primary importance. School closures were among the earliest measures enacted by the governments of most countries. However, while schools are now reopening in many countries, the impact of school closures on the course of the epidemic is still an open question. Adopting parametric and non-parametric synthetic control methods we estimate the effectiveness of pro-active school closures, and other early social distancing interventions, in three countries that reacted relatively early during the course of the pandemic. Our findings suggest that these interventions were effective at reducing the mortality rate of COVID-19, especially when enacted early.
Topic:
Education, Public Health, Pandemic, and COVID-19
Political Geography:
Europe, Asia, South Korea, Argentina, South America, and Italy

182. Job loss and household labor supply adjustments in developing countries: Evidence from Argentina

Author:
Matias Ciaschi
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Using longitudinal data for Argentina, this paper measures the labor supply reaction of different household members to a breadwinner’s job loss. Firm events and local unemployment shocks are exploited as exogenous sources of variation to estimate the causal effect. Our main findings show that job loss by the male household head has a significant and substantial effect on the labor supply response of other household members, both at the extensive and intensive margin. While we do not find any effect on daughters, female partners and sons increase their labor market participation. The latter are also more likely to drop out from the educational system. These results are stronger among economically vulnerable households.
Topic:
Development, Education, Labor Issues, and Employment
Political Geography:
Global Focus

183. Predictors of school dropout across Ethiopia, India, Peru and Vietnam

Author:
Santiago Cueto, Claudia Felipe, and Juan Leon
Publication Date:
07-2020
Content Type:
Working Paper
Institution:
Group for the Analysis of Development (GRADE)
Abstract:
In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While most children in the longitudinal sample go to primary school, they tend to drop out more often and earlier in Ethiopia. In India most children complete the early grades of school but drop out later, particularly in grades 11 and 13. Researchers find that in all countries, except Vietnam, there is a considerable number of children who drop out of school but at some point return to it, either to complete secondary or drop out again. The reasons provided by children for dropping out across the countries are oftentimes related to poverty: for example, the need to work, or care or provide for family. The multivariate analysis shows that indeed in many cases the wealth level of the family at an early age predicts later dropout, as does maternal education level, students’ early skills and residence in certain regions of each country. There are also some variations across countries; for example, boys are more likely to drop out of school in Ethiopia and Vietnam, and children who have repeated a grade are more likely to drop out of school in Peru. However, having high educational aspirations at early ages seems to be a protective factor against dropping out. This suggests that the value that children place on education may be an important preventative factor against dropping out. Overall, these results suggest the need to act early through education and social protection interventions to target young children who are at risk of dropping out, and the follow their trajectories, providing support as needed to specific groups and even individuals, so that all children may fulfill their right to complete at least secondary education.
Topic:
Education and Children
Political Geography:
Africa, India, Asia, Vietnam, Ethiopia, and Peru

184. BRICS STUDENTS EDUCATION IN CHINA FROM 2010 TO 2018: DEVELOPMENT, PROBLEMS AND RECOMMENDATIONS

Author:
Cheng Jing
Publication Date:
01-2020
Content Type:
Journal Article
Journal:
Conjuntura Austral: Journal of the Global South
Institution:
Conjuntura Austral: Journal of the Global South
Abstract:
Attracting international students is an important way to promote the internationalization of one country’s higher education, and to enhance youth and education exchanges between countries. As the biggest developing country in world, China has attachedimportance to the international students education in China since 2010 so as to improve the quality of China’s higher education and promote its internationalization. What’s striking is that in September of 2010, for the first time, the Ministry of Education of the People’s Republic of Chinafrom the perspective of national strategymapped out a plan targeting the international students educationin China, and releasedStudy in China Program, which was designed to “promote the communication and cooperation between China and other countries in education, promptthe sustainable and healthy development of the international students education in China and improve the internationalization of Chineseeducation”. This program highlightedthat China would“accelerate the quota of scholarship step by step in accordance with the need of national strategy and development”, with the targets of attracting 500,000 international students by 2020 and “making China the top destination country in Asia for international students”（China’s Ministry of Education, 2010:647).
Topic:
Education, International Political Economy, and Geopolitics
Political Geography:
Russia, China, India, South Africa, and Brazil

185. Key Ingredient in Army Leader Development: Graduate School

Author:
George Fust
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Department of Social Sciences at West Point, United States Military Academy
Abstract:
The author analyzes the levels of education achieved by Army senior officers to better understand the results of the Army’s current graduate school policy and to identify how to better leverage graduate school to develop leaders who can then be more effective in strategic-level positions.
Topic:
Education, Leadership, and Military Academy
Political Geography:
United States and North America

186. How to Shield Education from Al-Shabaab in Kenya’s North East

Author:
International Crisis Group
Publication Date:
07-2020
Content Type:
Special Report
Institution:
International Crisis Group
Abstract:
What’s new? Jihadists have repeatedly attacked schools in north-eastern Kenya in the last eighteen months. In response, the government has shuttered many schools and pulled most teachers out of a long-neglected region that is one of Al-Shabaab’s main recruiting centres outside Somalia. Why does it matter? The education crisis adds to an already existing sense of marginalisation in north-eastern Kenya. Thousands of out-of-school youngsters could constitute an attractive pool of recruits for Al-Shabaab, which is engaged in a long-term campaign to deepen its foothold in the region. What should be done? The Kenyan government should afford the north east’s residents, including police reservists, a greater role in tackling militancy and revive community-centred efforts that to some degree succeeded in rolling back Al-Shabaab in the past. It should also restore learning by providing stopgap funding so local administrations can hire replacement teachers.
Topic:
Security, Education, Violence, Islamism, and Al Shabaab
Political Geography:
Kenya and Africa

187. Unknown Suburbs: Azerbaijani Settlements of the Gardabani Municipality

Author:
Aleksandre Kvakhadze
Publication Date:
01-2020
Content Type:
Special Report
Institution:
Georgian Foundation for Strategic International Studies -GFSIS
Abstract:
Since declaring its independence, the Georgian state has been struggling with the integration of its ethnic minorities. The regions densely populated by ethnic Azerbaijanis and Armenians have been passively involved in the social and political processes in Georgia. The combination of the legacy of Soviet ‘national policy,’ an ineffective educational system and socio-economic problems hinder the integration of these regions. This paper will be devoted to the Gardabani municipality, an administrative entity with a significant Azerbaijani population. Several factors have determined the choice of this region for this study. Firstly, geographically speaking, the region represents a suburban area of the cities of Tbilisi and Rustavi. It can be considered as a part of ‘greater Tbilisi/Rustavi’ or a ‘Tbilisi-Rustavi agglomeration.’ Secondly, despite its proximity to Georgia’s political and economic center, the Azerbaijani community in this region has been leading a parallel life and is disconnected from the country’s social and political dynamics. Simultaneously, very little is known about this region and very little research has been carried out on its multi-ethnic population. Unlike the neighboring Marneuli municipality, which has been receiving increasing attention from academia, the media and the non-governmental sector, the Azerbaijani population in Garbadani remains neglected by academic and non-governmental bodies. For instance, there is no comprehensive academic research on the linguistic, historical, ethnologic, social and religious parameters of Azerbaijanis in Gardabani. The absence of reliable works leads to myths and uncertainties regarding Georgia’s Azerbaijanis. Thirdly, the Gardabani municipality has been an artificially fabricated landmass with at least two culturally and geographically unrelated regions which leads to the lack of interaction between the ethnic Georgian and the Azerbaijani population. Nevertheless, the Gardabani municipality has a significant potential due its strategic geographic location. Several strategic pipelines and the Georgian railway cross the region. In addition to infrastructural and economic development, using the potential of human resources is crucial in regional development. Incorporating the Azerbaijani population of the region in Georgia’s domestic socio-political dynamics and removing the ethnic boundaries will reinforce the development of the region. This paper will discuss the economy, religion, education, women’s rights, organized crime, politics and inter-ethnic relationships in the Gardabani municipality. This paper is a first endeavor to describe this region’s Azerbaijani population. I hope that this paper will become a source of guidance for practitioners, scholars, journalists and NGO activists and assist them to implement their projects in this region. I also hope that it will lead to more comprehensive research on this region.
Topic:
Education, Religion, Governance, Minorities, Women, and Economic Development
Political Geography:
Eurasia, Caucasus, Azerbaijan, and Georgia

188. Morocco’s SocioEconomic Challenges: Employment, Education, and Migration – Policy Briefs from the Region and Europe

Author:
Dina Fakoussa and Laura Lale Kabis-Kechrid
Publication Date:
01-2020
Content Type:
Special Report
Institution:
German Council on Foreign Relations (DGAP)
Abstract:
Even though the Moroccan king’s readiness to introduce reforms in response to the mass protests in 2011 has prevented the kind of radical change occurring in many other countries in the MENA region and has maintained the country’s relative stability, Morocco’s social peace remains fragile. Social unrest has flared recurrently, most prominently in the Rif region, as socio-economic grievances persist. The country continues to suffer from significant regional disparities, a poor education system, and high unemployment, especially among the young.
Topic:
Education, Migration, Employment, Protests, and Unemployment
Political Geography:
Europe, North Africa, and Morocco

189. Women and Girls as Change Agents

Author:
Catherine Bertini and Alyssa Ceretti
Publication Date:
01-2020
Content Type:
Special Report
Institution:
Chicago Council on Global Affairs
Abstract:
Women and Girls as Change Agents JANUARY 6, 2020 By: Catherine Bertini, Distinguished Fellow, Global Food and Agriculture; Alyssa Ceretti, Executive and Research Assistant, Global FoodBanking Network Achieving universal primary education and eliminating gender disparity in primary and secondary education have been among the global development community’s goals for two decades. As a fundamental requirement for lifelong health and opportunity, education underlies the success of communities, nations, and the world. Yet girls today are still being left behind. UN data shows of the estimated 25 million primary school-age children globally who were never enrolled in school in 2014, two-thirds were girls. This paper argues that educating girls has the power to break the cycle of poverty and transform societies. Educating girls has a multiplier effect: better health, prevention of early marriage and violence, lower fertility rates, higher family incomes, stronger community engagement, and better outcomes for their own children. Investing in girls’ education can put countries on the path to a more stable, prosperous future. The barriers to educating girls are numerous and complicated. Safety issues, school fees, family demands, and social and cultural norms, as well as lack of access to qualified teachers and adequate facilities, often combine to keep girls out of school. This paper argues that despite ample evidence of the transformative power of educating girls, not enough is being done to advance the advocacy for, research on, and promotion of girls’ education and empowerment. As the author states, education for all girls is not just a right, but a responsibility.
Topic:
Development, Education, Gender Issues, Poverty, and Women
Political Geography:
Global Focus

190. Status of Education and Minorities Rights in Turkey

Author:
Hasan Aydin
Publication Date:
12-2020
Content Type:
Special Report
Institution:
Georgetown Journal of International Affairs
Abstract:
Because of a perceived existential threat to the Turkish state, the teaching of any language other than Turkish in the formal education system has historically been forbidden through targeted legislation, despite the fact that Turkey comprises many minority ethnic groups other than Turks. Guaranteeing the rights of minorities like the Kurds for native tongue education would ensure preserving the distinct identities of minorities and contribute to the resolution of the decades-long Turkish-Kurdish conflict. Potential solutions include establishing programs, hiring more qualified instructors, and encouraging pluralism and diversity in education.
Topic:
Civil Society, Education, Poverty, Minorities, Income Inequality, and Kurds
Political Geography:
Turkey and Middle East

191. Uncertain Days for Scholars as Sino-U.S. Tensions Rise

Author:
Jeremy A. Murray
Publication Date:
09-2020
Content Type:
Special Report
Institution:
Georgetown Journal of International Affairs
Abstract:
Cultural and educational exchanges between the United States and China have become pawns in an increasingly fraught relationship. But maintaining and deepening these ties will prevent a return to the dangerous mutual ignorance of the Cold War.
Topic:
Cold War, Education, Nationalism, Bilateral Relations, Culture, and Academia
Political Geography:
China, Asia, and United States of America

192. An Uneven Welcome: Latin American and Caribbean Responses to Venezuelan and Nicaraguan Migration

Author:
Andrew Selee and Jessica Bolter
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
The sudden mass movement of people fleeing political and economic crises in Venezuela and political unrest in Nicaragua has transformed the migration landscape in Latin America and the Caribbean. Approximately 4.8 million Venezuelans had emigrated by December 2019, the vast majority remaining in the region, and as many as 100,000 Nicaraguans have moved to neighboring Costa Rica since early 2018. This report examines how 11 countries—Argentina, Brazil, Chile, Colombia, Costa Rica, Ecuador, Guyana, Mexico, Peru, Trinidad and Tobago, and Uruguay—are responding to the mass outflows. Drawing on extensive fieldwork and interviews with government officials and representatives of nongovernmental organizations, migrant-led groups, and international actors, the study analyzes efforts to provide newcomers with legal status and to integrate them into schools, health-care systems, and local labor markets—measures that are important for both migrants and the communities in which they are settling. Overall, receiving countries have shown openness and even creativity, providing legal status to many and access to basic education and emergency health care to most. But as the exodus continues and it becomes clear that large numbers of Venezuelans are likely to remain in their host countries in the mid- to long term, the initially warm welcome has begun to cool in places. Capacity constraints in many education and health-care systems, which existed prior to the arrival of large numbers of newcomers, have also become more acute. Looking ahead, the report sets out a range of recommendations for both receiving countries and the international community. Among them: balancing security and flexibility in entry requirements; strengthening asylum systems and other, more nimble legal pathways; and streamlining credential recognition so migrants’ skills can benefit local communities and economies.
Topic:
Education, Health, Immigration, Employment, Economy, Welfare, and Skills
Political Geography:
Latin America, Nicaragua, Caribbean, and Venezuela

193. The Patchy Landscape of State English Learner Policies under ESSA

Author:
Leslie Villegas and Delia Pompa
Publication Date:
02-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
When the Every Student Succeeds Act (ESSA) was signed into law in 2015, it was hailed as a significant step forward for English Learner (EL) students. The law aimed to raise the profile of accountability for ELs, including in terms of their progress towards English proficiency and their performance in academic subjects. More than four years on, all 50 states, the District of Columbia, and Puerto Rico have submitted plans to the U.S. Department of Education describing how they intend to meet their commitments under ESSA. But despite anticipation of a clear vision for the future of EL education policy, these plans offer a rather fractured picture and considerable variation. This report provides a detailed breakdown of key aspects of EL education outlined in these state plans. It examines policies governing how students are identified as ELs, assessed, and eventually exited from EL status once they reach proficiency; how their academic achievement is tracked; and the extent to which they are included in state accountability systems. On the whole, the authors conclude, ESSA has fostered more consistency within (though not between) states on matters such as EL identification and reclassification procedures. However, the law has significant shortcomings in other critical areas. For example, it provides no guidance to states on how to address cases involving ELs who do not reach proficiency within the state-determined timeline. The complexity of ESSA’s state accountability framework—with elements pertaining to ELs scattered across it—can also make it difficult to understand how and how much ELs’ performance counts in school accountability ratings. While it is too soon to understand the full impact of ESSA on EL students' academic outcomes and English acquisition, the report points to a number of key areas that merit careful attention from education policymakers and researchers in the coming years.
Topic:
Education, Immigration, Law, Language, and ESL
Political Geography:
North America and United States of America

194. Immigration Enforcement and the Mental Health of Latino High School Students

Author:
Randy Capps, Jodi Berger Cardoso, Kalina Brabeck, Michael Fix, and Ariel G. Ruiz Soto
Publication Date:
09-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
As public discourse around immigration has become more highly charged and immigration policies have seen sweeping changes in the United States, immigration enforcement has generated fear in immigrant communities across the country—fears that extend beyond the unauthorized immigrant population to immigrant families with U.S.-born children and legal immigrants. This report explores how fear of immigration enforcement is related to the mental health and school engagement of young Latinos, the fastest-growing group of high school students nationwide. It also considers the role of other stressors, including discrimination and economic hardship, and factors that may support students’ resilience, such as spirituality and strong family relationships. This analysis draws its findings from a study that was conducted by researchers from the Migration Policy Institute, University of Houston, and Rhode Island College during the 2018–19 school year and that had two components: self-assessments completed by hundreds of Latino students in 11 high schools, and semistructured interviews with dozens of education professionals and community experts. The two study sites—Harris County, TX and Rhode Island—offer contrasting immigration-enforcement contexts. Among the study’s findings are: A majority of the students in both Harris County and Rhode Island (67 percent versus 52 percent) feared that someone close to them would be arrested and deported. While fears were more common among youth in Harris County, which has a higher level of immigration enforcement, these findings suggest deportation fears are not limited to places where enforcement is widespread. More than half of the students reported symptoms of mental-health conditions such as anxiety, post-traumatic stress disorder (PTSD), or depression at levels high enough to warrant treatment. Students who feared immigration enforcement most acutely—and who changed their behaviors as a result—had the worst mental-health outcomes. Almost one-third of students in the study had changed their behavior as a result of enforcement fears. In interviews, educators also described school and community strategies for supporting Latino students’ mental health, including approaches to establishing a welcoming environment, reforming disciplinary practices, and connecting students with in-house and external mental-health resources.
Topic:
Education, Immigration, Law Enforcement, Mental Health, Deportation, and Latino Issues
Political Geography:
North America and United States of America

195. Navigating the Future of Work: The Role of Immigrant-Origin Workers in the Changing U.S. Economy

Author:
Julia Gelatt, Jeanne Batalova, and Randy Capps
Publication Date:
10-2020
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Immigrant-origin workers—that is, immigrants and their U.S.-born children—have been the main drivers of U.S. workforce growth in recent years. They were responsible for 83 percent of labor force growth between 2010 and 2018, at which point they made up 28 percent of all U.S. workers. Looking ahead, all growth in the working-age population is projected to come from immigrant-origin adults through 2035. Yet research on the future of work in the United States has largely overlooked this important segment of the workforce. This report examines the jobs held by immigrant-origin workers and third/higher-generation workers (those born in the United States to U.S.-born parents), and which of these jobs are likely to grow versus decline due to automation, offshoring, and other trends. It also considers the implications of the changing mix of jobs in the U.S. economy for both workforce development and immigration policy. Among the findings of this data analysis: Similar shares of Immigrant-origin and third/higher-generation workers held “jobs of the future” (22 percent versus 24 percent) and declining jobs (26 percent versus 29 percent) in 2018. Latinos—both those of immigrant origins and the third/higher generation—were less likely than workers in other major racial or ethnic groups to hold jobs of the future and more likely to hold declining jobs. Black immigrant-origin workers were overrepresented in jobs of the future in 2018, particularly in health care and health-care support, while third/higher-generation Black workers were more likely to hold declining jobs, such as office and administrative support occupations. This report is part of MPI’s multiyear Rethinking U.S. Immigration Policy initiative, which aims to generate a big-picture, evidence-driven vision for the role immigration can and should play in America’s future. To learn more about the initiative and read related research, check out the initiative’s home page.
Topic:
Education, Employment, Economy, Immigrants, Labor Market, and Workforce
Political Geography:
North America and United States of America

196. The short- and long-term costs to the United States of the Trump administration’s attempt to deport foreign students

Author:
Sherman Robinson, Marcus Noland, Egor Gornostay, and Soyoung Han
Publication Date:
07-2020
Content Type:
Working Paper
Institution:
Peterson Institute for International Economics
Abstract:
On July 6, 2020, US Immigration and Customs Enforcement (ICE) announced modifications to the Student and Exchange Visitor Program eliminating temporary exemptions for nonimmigrant students taking all classes online due to the COVID-19 pandemic, beginning in the fall 2020 semester. Foreign students violating the rule would be subject to deportation. Under public pressure, the Trump administration rescinded the order on July 14. Had the policy been implemented, more than 1 million foreign students studying in the United States could have been deported. The authors use an economywide simulation model to estimate the economic impact on the United States if the policy had been implemented. They find that the policy would have cost the US economy up to 752,000 jobs and $68 billion in lost GDP in the short run. Their estimates are larger than those reported in other studies because they consider both direct and indirect effects of the policy. In the long run, the move would have reduced the research productivity of American universities and adversely affected research, innovation, and entrepreneurship across the economy, in both the private and public sectors.
Topic:
Education, Migration, Labor Issues, Donald Trump, COVID-19, and Protectionism
Political Geography:
North America and United States of America

197. When more delivers less: Comparing the US and French COVID-19 crisis responses

Author:
Jérémie Cohen-Setton and Jean Pisani-Ferry
Publication Date:
06-2020
Content Type:
Policy Brief
Institution:
Peterson Institute for International Economics
Abstract:
The US package of measures to help households hit by the economic shock from the COVID-19 crisis, including the Paycheck Protection Program, is almost twice as large in proportion of GDP as the French package, but it has proven less effective in curbing unemployment because of poor design and implementation. In contrast, the increase in the unemployment rate in France has been five times less than the increase in the United States. Cohen-Setton and Pisani-Ferry dive beneath the unreliable headline numbers to assess the effectiveness of government support provided to households in March–May 2020 in the two countries. They conclude that the French approach (mirrored in some other European countries) delivered a bigger bang for the buck. But the fact that the US approach has fallen short should not diminish the significance of the policy shift signaled by the enactment of measures to maintain household income.
Topic:
Education, Financial Crisis, European Union, and COVID-19
Political Geography:
Europe, France, North America, and United States of America

198. Social Interventions, Health and Wellbeing: The Long-Term and Intergenerational Effects of a School Construction Program

Author:
Bhashkar Mazumder, Maria Rosales-Rueda, and Margaret Triyana
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Kellogg Institute for International Studies
Abstract:
We analyze the long-run and intergenerational effects of a large-scale school building project (INPRES) that took place in Indonesia between 1974 and 1979. Specifically, we link the geographic rollout of INPRES to longitudinal data from the Indonesian Family Life Survey covering two generations. We find that individuals exposed to the program have better health later in life along multiple measures. We also find that the children of those exposed experience improved health and educational outcomes and that these effects are generally stronger for maternal exposure than paternal exposure. We find some evidence that household resources, neighborhood quality, and assortative mating may explain a portion of our results. Our findings highlight the importance of considering the long-run and multigenerational benefits when evaluating the costs and benefits of social interventions in a middle-income country.
Topic:
Education, Health, Poverty, Inequality, Economic Growth, and Economic Development
Political Geography:
Indonesia and Asia

199. Reverse Student Mobility from South Korea to the United States

Author:
Stephanie Kim
Publication Date:
10-2020
Content Type:
Working Paper
Institution:
Korea Economic Institute of America (KEI)
Abstract:
Commentators have pointed to the “Trump Effect” for falling international student enrollment in the U.S. higher education sector. When taking a closer look at student mobility trends from South Korea, however, the facts and figures tell a different story. For the past two decades, South Korea has been consistently the third largest sender of international students to the United States. But the number of South Korean students who study in U.S. higher education had been steadily falling well before the more recent general declines in international student enrollment. What are the underlying causes of this concerning trend? And what are the implications for the United States when such a major contributor of international students wanes? This paper shows how internationalization efforts in the South Korean higher education sector have resulted in the reversal of domestic student outflow from South Korea to the United States that has major implications for bilateral relations between the two countries.
Topic:
Education, Bilateral Relations, Domestic Politics, and Freedom of Movement
Political Geography:
Asia, South Korea, North America, and United States of America

200. Students’ Union–Management Relations and Conflict Resolution Mechanisms in Obafemi Awolowo University, Nigeria

Author:
Odunayo Ogunbodede, Harrison Adewale Idowu, and Temitayo Isaac Odeyemi
Publication Date:
06-2020
Content Type:
Journal Article
Journal:
African Journal on Conflict Resolution
Institution:
The African Centre for the Constructive Resolution of Disputes (ACCORD)
Abstract:
Conflict is inevitable in any human relationship. The situation is the same in the university system where several groups with diverse interests exist. While scholarly attention has focused on conflict and conflict resolution in the larger human society, less attention has been directed towards conflict and its resolution between and among various groups within a university. This article empirically examines the relations between the Students’ Union (the body representing the students) and the management of Obafemi Awolowo University (OAU), and the conflict resolution mechanisms available to the groups. The article adopts secondary and primary data sourced from semi-structured interviews, and analyses the data using descriptive and content analysis methods. Findings show that the relations between the Students’ Union and the management of OAU are mixed, largely depending on the strategies adopted by the union leaders and the university administrators; that conflicts are mostly triggered by issues bordering on students’ welfare; and that mechanisms such as mediation, negotiation, and consultation are some of the conflict resolution mechanisms between OAU students and management. The article concludes that the central issue between the Students’ Union and management of OAU is student welfare, and that to avert future conflicts, student welfare must be management’s priority at all times.
Topic:
Conflict Resolution, Education, Labor Issues, Conflict, and Higher Education
Political Geography:
Africa and Nigeria