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61. 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

62. 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

63. Taking the Long View: Options for Inclusive Post-Pandemic Labor Markets

Author:
Liam Patuzzi
Publication Date:
08-2021
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
The COVID-19 pandemic has ushered in harsh effects across European economies, and uncertainty persists even as vaccination campaigns have picked up speed. EU governments’ prompt investments in historically large job retention measures have temporarily cushioned the pandemic’s blow to labor markets, but this also means that the full impact is yet to be felt. What is clear, however, is that the crisis has exacerbated the labor market challenges some immigrant groups, such as recently arrived refugees and migrant women, were facing even before the pandemic began. Among the contributing factors are immigrants’ overrepresentation in hard-hit sectors, precarious work arrangements (such as part-time contracts and gig work), difficulties accessing social benefits, and some countries’ temporary suspension of integration supports. This MPI Europe report explores how the pandemic has affected immigrant workers thus far and how labor market trends such as automation, remote work, and the growth of the platform economy may affect migrant integration as European economies begin to recover. It also presents policy ideas and recommendations for crafting inclusive pandemic recovery strategies.
Topic:
Education, Employment, Refugees, Economy, Immigrants, COVID-19, and Labor Market
Political Geography:
Europe

64. "Diversifying" Social Investment: European Welfare States and Immigrant Integration in the Wake of the COVID-19 Crisis

Author:
Anton Hemerijck and Liam Patuzzi
Publication Date:
09-2021
Content Type:
Special Report
Institution:
Migration Policy Institute (MPI)
Abstract:
Across Europe, the COVID-19 pandemic has strengthened awareness of the importance of robust, well-functioning welfare states in helping individuals, families, and communities weather threats to their lives and livelihoods. Initial EU and Member State responses to the pandemic and its economic fallout were much more vigorous than responses to other recent economic shocks, such as the Great Recession and the European debt crisis. Even so, European societies will likely have to contend with long-term social and economic impacts, which in many cases are exacerbating existing inequalities. The shift in the structure and goals of welfare spending since the start of the pandemic can be understood through the prism of “social investment.” In recent decades, European welfare states have moved away from a predominantly reactive focus on financial safety nets that protect individuals during periods of unemployment and illness, and toward investing in people’s human capital and employability to help them navigate life transitions and drive growth in advanced knowledge economies. Looking ahead, the success of social-investment policies will depend on their ability to account for immigration and diversity, increasingly prominent features of European societies that are central to understanding the nature and development of socioeconomic inequalities. This report explores whether the social-investment approach to welfare states could serve as a tool for post-pandemic recovery—particularly in diverse, immigrant-receiving societies. It examines how European welfare systems fared and adapted during the Great Recession, how social investment seeks to balance social and economic goals, and how lessons from recent immigrant integration policy developments could help improve the reach, accessibility, and relevance of social-investment initiatives.
Topic:
Education, Health, Children, Employment, Family, Welfare, Integration, COVID-19, and Workforce
Political Geography:
Europe

65. 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

66. How Human Subjects Research Rules Mislead You and Your University, and What to Do About it

Author:
Gary King and Melissa Sands
Publication Date:
04-2021
Content Type:
Working Paper
Institution:
Weatherhead Center for International Affairs, Harvard University
Abstract:
Universities require faculty and students planning research involving human subjects to pass formal certification tests and then submit research plans for prior approval. Those who diligently take the tests may better understand certain important legal requirements but, at the same time, are often misled into thinking they can apply these rules to their own work which, in fact, they are not permitted to do. They will also be missing many other legal requirements not mentioned in their training but which govern their behaviors. Finally, the training leaves them likely to completely misunderstand the essentially political situation they find themselves in. The resulting risks to their universities, collaborators, and careers may be catastrophic, in addition to contributing to the more common ordinary frustrations of researchers with the system. To avoid these problems, faculty and students conducting research about and for the public need to understand that they are public figures, to whom different rules apply, ones that political scientists have long studied. University administrators (and faculty in their part­time roles as administrators) need to reorient their perspectives as well. University research compliance bureaucracies have grown, in well­meaning but sometimes unproductive ways that are not required by federal laws or guidelines. We offer advice to faculty and students for how to deal with the system as it exists now, and suggestions for changes in university research compliance bureaucracies, that should benefit faculty, students, staff, university budgets, and our research subjects.
Topic:
Education, Science and Technology, Labor Issues, Bureaucracy, and Academia
Political Geography:
Global Focus

67. What difference do schools make? A mixed methods study in secondary schools in Peru

Author:
Juan Leon, Gabriela Guerrero, Santiago Cueto, and Paul Glewwe
Publication Date:
05-2021
Content Type:
Working Paper
Institution:
Group for the Analysis of Development (GRADE)
Abstract:
This study contributes to the scarce literature on school effectiveness in secondary education in Peru by addressing the following questions: i) which educational processes within schools are most influential in math and reading comprehension? and in the case of the most effective schools, ii) what is the importance that principals, teachers, and students place on school processes variables in explaining educational outcomes? We use a mixed-method design that follows a sequential explanatory design. Our results point out the relevance of school process variables at the school level. Therefore, educational programs carried out by local and national governments should pay more attention to the dynamics within the school to mitigate the educational inequalities, equalizing upwards the opportunities for children in impoverished public schools.
Topic:
Education, Children, Inequality, and Public Sector
Political Geography:
Peru

68. 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
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

69. Broadening Opportunities for Study Abroad: U.S. Government Funded Scholarship Programs

Author:
Leah Mason and Jodi Sanger
Publication Date:
03-2021
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This paper explores U.S. government scholarship opportunities available to U.S. students interested in an international experience, highlighting different sponsoring agencies. It analyzes how the scholarships support U.S. government programming goals of encouraging citizen diplomacy, strengthening national security, and building a globalized workforce. Case studies presented in this paper demonstrate the contributions of U.S. government scholarship programs to study abroad and the international experiences of U.S. students.
Topic:
Diplomacy, Education, Globalization, Government, National Security, and Study Abroad
Political Geography:
Global Focus and United States of America

70. The Rise of Remote Global Internships: Promising Practices and the Implications for Career Readiness

Author:
Leah Mason and Mirka Martel
Publication Date:
03-2021
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This paper provides insight into the role of remote global internships in providing experiential educational opportunities for university students and the potential role these internships have in developing students' skills acquisition, global citizenship, and career readiness. The first section provides an overview of the definitions used to describe in-person and remote global internship experiences including relative benefits and challenges. It then outlines the three analytical frames of remote global internships: skills acquisition, global citizenship, and career readiness. Through an analysis of recent findings from global internship program providers as well as others, we describe promising practices for supporting remote global internships applicable to all members of the international education community – universities, employers, and third-party providers alike. This paper aims to contribute to the conversation on the possible role of remote global internships to widen the space of availability for students to gain international work experiences while remaining in their home country and the relative benefits of these experiences both during and after the COVID-19 pandemic.
Topic:
Education, Employment, Study Abroad, and Internships
Political Geography:
Global Focus and United States of America

71. To Rescue Scholars is to Rescue the Future

Author:
IIE Scholar Rescue Fund
Publication Date:
04-2021
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
In 2002, IIE’s trustees launched the Scholar Rescue Fund (IIE-SRF) as the only global program that arranges and funds academic fellowships for threatened and displaced scholars worldwide. Nearly twenty years later, we are delighted to release a new study – made possible through the generous support of IIE Chairman Emeritus and IIE-SRF co-founder Dr. Henry Kaufman – that documents the far-reaching impacts and achievements of over 200 IIE-SRF alumni from 38 countries on their host and home communities and academic disciplines.
Topic:
Education, Higher Education, and Academia
Political Geography:
Global Focus

72. Technical & Vocational Education and Training in India: Lacking Vision, Strategy and Coherence

Author:
Santosh Mehrotra
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
Centre for Sustainable Employment, Azim Premji University
Abstract:
This paper briefly examines the performance of each of the five pillars of India’s TVET ecosystem. It also discusses the poor design and implementation of a national vocational qualification framework. It goes to discuss the latest development in the field of education: the National Education Policy 2020 and its view on TVET, and finds it seriously wanting. The paper argues that if India does not want its tertiary education system to be overwhelmed by the massification of school education that occurred since early noughties, it must divert increasing numbers of secondary graduates to vocational education and training. Together with a rising number of jobs in the non-agricultural sector, to which India’s youth aspire to, strengthening vocational education offers the prospect of India potentially realizing its demographic dividend, in the same way that many East Asian countries. If India’s TVET system continues to lack vision, strategy and coherence to underpin the country’s aspiration to become a high human development country, we risk frittering away our dividend.
Topic:
Economics, Education, Labor Issues, Employment, Training, and Vocational Training
Political Geography:
India

73. Educational Policies and Healthy Aging in China

Author:
Xi Chen and Qi Gao
Publication Date:
03-2021
Content Type:
Video
Institution:
Weatherhead East Asian Institute, Columbia University
Abstract:
A considerable amount of attention has been paid to the relationship between education and the promotion of one’s own health. This talk presents the latest evidence and discusses both the upward and downward multigenerational impacts of educational reforms in China over the past few decades on healthy aging. Cosponsored by the Weatherhead East Asian Institute, the Columbia China Center for Social Policy, and the Columbia School of Social Work.
Topic:
Education, Health, Aging, and Domestic Policy
Political Geography:
China and Asia

74. Abolishing School Resource Officers Amidst the Black Lives Matter Movement: A History and Case Study in Oakland and Los Angeles

Author:
Wendy Gomez
Publication Date:
05-2021
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
This paper explores the potential of abolishing school resource officers (SROs), their history in education, and their role in exacerbating the effects of the school-to-prison pipeline and racial injustice. In the midst of calls to defund the police, policies to abolish police in schools are a vital first step. This paper argues that there is an interconnected history between SROs and surveilling youth-led civil rights movements. Today, we see the results—SROs have negatively impacted Black and brown youth subjugating them to higher rates of school-related arrests. Using historical case studies of Oakland and Los Angeles, this research draws on the potential to enact policies that end police in schools. Additionally, this paper places organizers as key actors in policy change. The analysis situates the movement to eliminate SROs as an extension of the civil rights struggle and as a microcosm of the modern-day struggle for abolition.
Topic:
Education, History, Police, Domestic Policy, Black Lives Matter (BLM), and Case Study
Political Geography:
North America and United States of America

75. West African Elites’ Spending on UK Schools and Universities: A Closer Look

Author:
Matthew Page
Publication Date:
01-2021
Content Type:
Working Paper
Institution:
Carnegie Endowment for International Peace
Abstract:
Political, business, and cultural elites from around the world have a strong affinity for the United Kingdom (UK) education system. Nowhere is this truer than in West Africa, where some families in Nigeria and Ghana have a long tradition of sending their children to private boarding schools and universities in the UK. These institutions are especially popular destinations for the offspring of prominent politically exposed persons (PEPs) from the region. Immigration officials, admissions staff, and UK law enforcement are not likely to scrutinize the conditions under which the children of PEPs enroll in British schools, even though the PEPs themselves may have modest legitimate earnings and opaque asset profiles that in other circumstances would raise serious financial concerns. This relative lack of review has allowed some West African PEPs to channel unexplained wealth into the UK education sector. It is not easy to estimate the overall value of this flow, yet it likely exceeds £30 million annually.1 Most of these funds emanate from Nigeria and, to a lesser extent, Ghana; compared with these two countries, only a handful of students from elsewhere in West Africa seek an education in British schools. Tackling this small but significant illicit financial flow should be a priority for UK policymakers. In doing so, they would be helping to realize the UK’s global anticorruption objectives, advance its International Education Strategy, and close a troublesome anti–money laundering (AML) loophole. Failing to do so would exacerbate existing corruption challenges both at home and abroad and increase the UK education sector’s reputational liabilities.
Topic:
Corruption, Education, Law Enforcement, Higher Education, and Elites
Political Geography:
Africa, United Kingdom, Europe, and West Africa

76. School feeding programmes, education and food security in rural Malawi

Author:
Roxana Elena Manea
Publication Date:
05-2021
Content Type:
Research Paper
Institution:
Centre for International Environmental Studies, The Graduate Institute (IHEID)
Abstract:
Existing investigations of the impact of school feeding programmes on educational out- comes have provided mixed evidence of success. In this chapter, I investigate a potential explanation for this lack of consensus in the literature. I argue that the prevailing food security situation at the time and place of the programme's evaluation plays a major role. I study the case of rural Malawi. I use an instrumental variable approach and propensity score matching to estimate the impact of school feeding on primary school enrolment and retention rates. I focus on villages with overlapping characteristics. I estimate that school feeding has increased enrolments by 7 percentage points on average, but the im- pact on retention rates has been relatively limited. However, when I distinguish between food-secure and food-insecure areas, not only do I finnd a larger impact on enrolments in food-insecure areas, but I also uncover a significant increase of around 2 percentage points in the retention rate of students in these same areas. Across the board, impacts are not significant in food-secure areas. I conclude that school feeding programmes bear an impact on education as long as they also intervene to relax a binding food constraint.
Topic:
Development, Education, Government, Food, Food Security, and Nutrition
Political Geography:
Malawi

77. Heterogeneous impacts of school fee elimination in Tanzania: gender and colonial infrastructure

Author:
Roxana Elena Manea and Pedro Naso
Publication Date:
05-2021
Content Type:
Research Paper
Institution:
Centre for International Environmental Studies, The Graduate Institute (IHEID)
Abstract:
In this study, we investigate the impacts of the 2002 elimination of primary school fees in Mainland Tanzania. We explore how the magnitude of these effects depends on gender and the size of early investments in the educational infrastructure of Tanganyika. We use the 2002 and 2012 census waves as well as historical information on the location of schools in the late 1940s, and conduct a difference-in-differences analysis. We find that exposure to an average of 1.7 years of free primary education has reduced the proportion of people who have never attended primary education by 6.8 percentage points. The benefits of fee removal have been significantly larger for females compared to males, and females from districts where the size of investments in education was relatively larger during colonial rule have been the greatest beneficiaries.
Topic:
Education, Gender Issues, Post Colonialism, Infrastructure, Women, and Colonialism
Political Geography:
Africa and Tanzania

78. 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

79. 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

80. The US–China trade war and phase one agreement

Author:
Chad P. Bown
Publication Date:
02-2021
Content Type:
Working Paper
Institution:
Peterson Institute for International Economics
Abstract:
The Trump administration changed US trade policy toward China in ways that will take years for researchers to sort out. This paper makes four specific contributions to that research agenda. First, it carefully marks the timing, definitions, and scale of the products subject to the tariff changes affecting US-China trade from January 20, 2017 through January 20, 2021. One result is that each country increased its average duty on imports from the other to rates of roughly 20 percent, with the new tariffs and counter-tariffs covering more than 50 percent of bilateral trade. Second, the paper highlights two additional channels through which bilateral tariffs changed during this period: product exclusions from tariffs and trade remedy policies of antidumping and countervailing duties. These two channels have received less research attention. Third, it explores why China fell more than 40 percent short of meeting the goods purchase commitments set out for 2020, the first year of the phase one agreement. Finally, the paper considers additional trade policy actions—involving forced labor, export controls for reasons of national security or human rights, and reclassification of trade with Hong Kong—likely to affect US-China trade beyond the Trump administration.
Topic:
Education, Trade Wars, Trade Policy, and Protectionism
Political Geography:
China, Asia, North America, and United States of America