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41. 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

42. Girls’ Education and Women’s Equality: How to Get More out of the World’s Most Promising Investment

Author:
Shelby Carvalho and David Evans
Publication Date:
05-2022
Content Type:
Special Report
Institution:
Center for Global Development
Abstract:
To hear talk of it, you might think educating girls is a silver bullet to solve all the world’s ills. A large and still growing collection of research demonstrates the wide-ranging benefits of girls’ education. Recent research has nuanced some of those findings, but the fundamental result stands: Educating girls is good for girls and good for the people around them
Topic:
Education, Gender Issues, Feminism, and Equality
Political Geography:
Global Focus

43. Schooling for All: Feasible Strategies to Achieve Universal Education

Author:
Justin Sandefur
Publication Date:
04-2022
Content Type:
Special Report
Institution:
Center for Global Development
Abstract:
This report debates the case for specific public investments in education in low- and lower-middle-income countries, drawing on evidence of what has worked not just in small-scale experiments but historically and in large-scale national programs. Its messages are intended more for economic policymakers than educators, as they speak to what can be accomplished with fiscal instruments (money) and where trade-offs must be made. CGD does not take institutional positions. Each chapter is authored by a different set of CGD researchers (with some editorial steer), and each commentary is written by external contributors (who were promised space to disagree). This introduction tries to summarize the main arguments across all these contributions, noting points of consensus and ongoing debate.
Topic:
Development, Education, Reform, and Sustainability
Political Geography:
Global Focus

44. Inequality in Education Among Turkish Young Individuals, 1988-2020.

Author:
Nursel Aydıner Avşar and Bengi Yanık İlhan
Publication Date:
07-2022
Content Type:
Journal Article
Journal:
AURUM Journal of Social Sciences
Institution:
Altinbas University
Abstract:
This paper studies the changes in education inequality in the youth population (15-29 age group) in Turkey using the Household Labour Force Survey data for the 1988-2020 period. The average year of schooling is calculated to investigate the changes in the level of educational attainment, and standard deviation in years of schooling and education Gini coefficient are calculated to examine how within-group education inequality changes over time. These statistics are calculated for young men and young women separately to also find out how gender inequality in educational attainment and education inequality changes over time. The findings of this study show that the average years of schooling increases for both young men and young women in Turkey while education inequality measured by the Gini coefficient decreases for both groups between 1988 and 2020. This seems to reflect the positive implications of the expansion in compulsory education for both average years of schooling and education inequality. Average years of schooling is higher for young men while education Gini is higher among young women despite the closing of the gender gap in both measures over time.
Topic:
Education, Inequality, Youth, Labor Market, and Gender
Political Geography:
Turkey, Middle East, and Mediterranean

45. Anne Baba Eğitim Düzeylerine Göre Okul Öncesi Dönem Çocuklarının Sosyal-Duygusal Yeterliliği (Social-Emotional Competence of Pre-School Children by Their Parents' Educational Level)

Author:
Hülya Gülay Ogelman, Yüce Gülşah, and Ahmet Yüce
Publication Date:
12-2022
Content Type:
Journal Article
Journal:
AURUM Journal of Social Sciences
Institution:
Altinbas University
Abstract:
Bu araştırmanın amacı, anne baba eğitim düzeyine göre okul öncesi dönem çocuklarının sosyal-duygusal yeterliliğinin incelenmesidir. Araştırmada genel tarama modeli kullanılmıştır. Araştırmanın örneklemini Manisa ili Soma İlçesi’nde okul öncesi eğitime devam eden 188 çocuk, 188 anne ve 188 baba oluşturmuştur. Araştırmada veri toplama araçları olarak Kişisel Bilgi Formu ve Okul Öncesi Çocuklar İçin Sosyal-Duygusal Beceriler ve Psikolojik Dayanıklılık Ölçeği (SDBPDÖ-Okul Öncesi) kullanılmıştır. Veri toplama araçları, her bir çocuk için okul öncesi öğretmenleri tarafından yaklaşık 7 aylık gözleme dayalı olarak doldurulmuştur. Normal dağılımla ilgili bulgulardan yola çıkarak parametrik olan Tek Yönlü Varyans Analizi (ANOVA) tekniği ile analizler gerçekleştirilmiştir. Gruplar arasındaki farklılıkların belirlenmesine ilişkin eğitim seviyeleri için post-hoc tekniklerinden Bonferroni uygulanmıştır. Araştırmanın bulgularına göre okul öncesi dönem çocuklarının duygu bilgisi/duygu ifadesi, empati, öz düzenleme, sosyal yetkinlik alt boyutlarının ve SDBPDÖOkul Öncesi düzeyinin, anne-babaların eğitim seviyesine göre istatistiksel olarak anlamlı farklılık gösterdiği görülmüştür. Bu sonuca göre okul öncesi dönem çocuğu olan anne-babaların eğitim seviyeleri, çocuklarının sosyal-duygusal yeterliliği ile ilişkilidir.
Topic:
Education, Children, Parenting, and Preschool
Political Geography:
Turkey, Middle East, and Mediterranean

46. Education, Training and Capacity Building in the Forum on China-Africa Cooperation (FOCAC) 2021: Multilateral and Bilateral Ambitions Twenty Years On

Author:
Kenneth King
Publication Date:
04-2022
Content Type:
Special Report
Institution:
LSE IDEAS
Abstract:
The latest Forum for China-Africa Cooperation (FOCAC) took place in Dakar, Senegal in November 2021. Among the huge range of pledges and agreements, one of the most extensive was capacity building through scholarships, targeted training and people-to-people exchanges. In this Occasional Paper, Kenneth King analyses China’s pledges not just in the sphere of formal education, but across the many different sectors of China’s collaboration with Africa for the next three years. While the impact of COVID-19 can be seen in the reduction of some face-to-face opportunities in China, the extent of what is agreed to be implemented in Africa remains significant. Though these ambitious promises are agreed multilaterally with the whole of Africa, they are delivered bilaterally across the continent in more than fifty different country settings, reflecting how the Africa-China relationship remains strong after two decades of growing engagement.
Topic:
Foreign Policy, Education, International Cooperation, Bilateral Relations, Multilateralism, Training, and Capacity Building
Political Geography:
Africa and China

47. Professing Literature: The Example of Austin Warren

Author:
Aaron Urbanczyk
Publication Date:
01-2022
Content Type:
Journal Article
Journal:
Humanitas
Institution:
The Center for the Study of Statesmanship, Catholic University
Abstract:
Literary studies in America are in a late stage of decay. For nearly a century English departments have been a revolving door of influences, most of which have not been salutary. In rapid succession historical and philological scholarship of the early twentieth century gave way to the New Criticism, the critical influences of Marx and Freud, postmodernism (deconstruction), New Historicism, and the currently dominant hermeneutics of race, class, gender, and sexual orientation. University English departments today are divided along these various ideological lines, with the result that literary studies have morphed into a heterogeneous set of subdisciplines with the word “studies” appended. Here I intend no polemic against or diagnosis of the chaotic state of literature as a discipline; rather, I propose considering this state of affairs from the point of view of its practitioners. The professoriate is defined by those who profess. Borrowing Gerald Graff’s phrase, one might ask who stands out as a model of “professing literature” amidst this disciplinary chaos?
Topic:
Education, Literature, Academia, and Discipline
Political Geography:
Global Focus

48. Civil Society & Political Transformations (Harvard Journal of Middle Eastern Politics and Policy, Fall 2021)

Author:
Ghazi Ghazi
Publication Date:
04-2022
Content Type:
Journal Article
Journal:
Harvard Journal of Middle Eastern Politics and Policy
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
Eleven years after the 2011 Arab Spring, feelings of transformation and change still reverberate throughout the region. The Spring 2022 edition, Civil Society and Political Transformations, seeks to illuminate how civil society organizations operate in the region and their effects on political transformations.
Topic:
Civil Society, Education, Human Rights, Migration, Politics, Race, History, Reform, Women, Constitution, Arab Spring, Syrian War, Recep Tayyip Erdoğan, Baath Party, and Peacebuilding
Political Geography:
Afghanistan, Iraq, South Asia, Turkey, Middle East, Israel, Libya, Yemen, Palestine, North Africa, Syria, Jordan, Morocco, and United Arab Emirates

49. Young, Gifted, and Black: Inequitable Outcomes of Gifted and Talented Programs

Author:
Krystal Cohen
Publication Date:
05-2022
Content Type:
Journal Article
Journal:
Journal of Public and International Affairs (JPIA)
Institution:
School of Public and International Affairs (SPIA), Princeton University
Abstract:
Gifted and talented programs in the United States have been an object of controversy for decades, with many arguing that gifted education widens the gap between high achieving students and their peers, typically along racial lines. There is currently a large body of literature on underrepresentation in gifted programs for Black and Latinx students, as well as low-income students, however academic research on the impact of such programs, especially for disadvantaged populations, is a far less developed research space. Drawing on data from the National Longitudinal Survey of Youth of 1979, this study utilizes propensity matching and OLS regression to examine racial and socioeconomic disparities in the long-term outcomes of participation in gifted programs. I find that: race and maternal education are significant predictors for gifted program participation, and gifted education is positively associated with achievement test scores, academic attitudes, and self-perception, with greater academic differences for non-Black/Hispanic students and students of higher socioeconomic status, and greater social-emotional differences for Black/Hispanic students and students of lower socioeconomic status.
Topic:
Education, Race, Inequality, and Domestic Policy
Political Geography:
North America and United States of America

50. Chicago's Racial Wealth Gap: Legacies of the Past, Challenges in the Present, Uncertain Futures

Author:
Fructoso M. Basaldua Jr., Maximilian Cuddy, Amanda E. Lewis, and Ivan Arenas
Publication Date:
02-2022
Content Type:
Special Report
Institution:
Institute for Research on Race and Public Policy (IRRPP), University of Illinois at Chicago
Abstract:
By the time they reach adulthood, Black and Latinx children born to middle income families in Chicago are far less likely than White children from families with the same income to remain in the middle class or to attain a college degree. These patterns in downward mobility among middle class Black and Latinx Chicagoans are much worse than national averages, raising important questions about the future of Black and Latinx communities in Chicago. In this report, we argue that we need an in-depth understanding of wealth inequality to comprehend why middle class families in Chicago seem to be on such different trajectories. The report centers the life experiences of middle class Black, Latinx, and White families to demonstrate that there is much work to be done to support our middle class families, many of whom are contending today not just with the legacies of past inequities, but also with the ongoing failures of public policy to address basic needs.
Topic:
Education, Children, Inequality, Class, Economic Inequality, and Middle Class
Political Geography:
North America and United States of America