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141. "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

142. 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

143. 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

144. Push, Pull and Falling out: Determinant Factors of Drop-out in Technical Training Institutes in Bhutan

Author:
Sonam Wangmo and Sangay Tshewang
Publication Date:
11-2021
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study determined the determinant pull, push and falling out factors that influenced students to drop out of Technical Training Institutes (TTIs). Institute was the agent for the push factor, while students themselves were agents for the pull factor. For the falling out factor, neither institute nor student was an agent, but the situations which are not in control of both. The study also further explored the dominant and the least prevalent factors that led the student to drop out from TTIs. The closed-ended dichotomous survey questionnaire was used for collecting data from drop-outs. Collected data were analyzed using the SPSS software package. The findings supported that pullout factors related to family played a prominent role in the complex sequence of events that factored into students’ decision to drop out. In contrast, falling out that encapsulated more of peer-related factors remained the most negligible prevalent factor. The result also pointed out that the accumulation of more than three individual factors caused students to drop out of TTIs. Furthermore, it was also evident from the outcome that poverty, lack of education and low social status of parents increased odds for a student to drop out.
Topic:
Education, Vocational Training, Students, and Dropout Prevention
Political Geography:
South Asia and Bhutan

145. Was Irving Babbitt an Educational Counterrevolutionist?

Author:
Eric Adler
Publication Date:
02-2021
Content Type:
Journal Article
Journal:
Humanitas
Institution:
The Center for the Study of Statesmanship, Catholic University
Abstract:
Admirers of the work of Irving Babbitt (1865-1933), the chief figure associated with an informal school of literary and social criticism called New Humanism, have long recognized that many of Babbitt’s critics have failed to take seriously—or even to understand—his ideas. According to the political philosopher Claes Ryn, for example, even during Babbitt’s lifetime “reckless distortions of his ideas gained wide currency.” The caustic debates surrounding New Humanism that took place in the early decades of the twentieth century, it seems, encouraged critics to contribute tendentious and careless appraisals of Babbitt’s work. Such partisan and misleading critiques continue to influence assessments of Babbitt today. The one hundredth anniversary of Rousseau and Romanticism, arguably the author’s quintessential monograph, provides an excellent opportunity to revisit assumptions about Babbitt’s ideas. This article will make the case that some scholars of American higher education have proved especially egregious distorters of Babbitt’s thought.
Topic:
Education, Intelligence, Literature, and Higher Education
Political Geography:
North America and United States of America

146. Higher Education and Social Innovation Ecosystem in Ghana

Author:
InnoHub Ghana
Publication Date:
12-2021
Content Type:
Working Paper
Institution:
The Nkafu Policy Institute
Abstract:
Higher education institutions (HEIs) are widely regarded as agents of human transformation and social development, and as such, are expected to play active roles in the change process in society. This expectation is based on the premise that higher education institutions play a leading role in teaching, learning, research, and facilitating the innovation of process, policies, and human contributions. This policy brief looks at the contributions by higher education institutions in sub-Saharan Africa (moreso in Ghana) to social innovation and societal development. The literature points out the challenges, policies, and existing practices by the various institutions to alleviate these challenges.
Topic:
Education, Innovation, Higher Education, and Social Innovation
Political Geography:
Africa and Ghana

147. Case Studies on the Role of Gender and Identity in Shaping Positive Alternatives to Extremisms

Author:
Rosalie Fransen, Melinda Holmes, Helena Gronberg, Stacey Schamber, and Shannon Foley Martinez
Publication Date:
10-2021
Content Type:
Case Study
Institution:
International Civil Society Action Network (ICAN)
Abstract:
The International Civil Society Action Network (ICAN), with the support of Global Affairs Canada, has developed a set of “Case Studies on the Role of Gender and Identity in Shaping Positive Alternatives to Extremisms,” in Cameroon, Indonesia, Jordan, Libya, Pakistan, Somalia, Sweden, and the United States. The case studies demonstrate how conducting a Gender-Based Analysis Plus (GBA+) improves understanding of the drivers, narratives and roles that engender extremisms and violent extremist activity. By profiling examples of peacebuilding, deradicalization, reintegration and counternarrative work in these contexts, the case studies emphasize how attention to gender and intersectional identities can improve the effectiveness of interventions to transform extremisms – not only by preventing or countering it, but by providing positive alternatives that enable people to realize a peaceful, pluralistic future. The case studies cover a number of themes relevant to contemporary preventing/countering violent extremism (P/CVE) and counterterrorism (CT) work, including countering white supremacist extremism, the role of masculinities in recruitment and disengagement, addressing trauma and deploying mental health and psychosocial support (MHPSS) approaches in reintegration and rehabilitation, and work with religious leaders to promote peaceful, pluralistic and gender-just interpretations of religious texts and traditions. The case studies are intended for use by practitioners and policymakers to guide them in conducting a gender analysis and in integrating responsiveness to gender and identity factors in policies and interventions.
Topic:
Education, Religion, Violent Extremism, Counter-terrorism, Women, Inequality, Trauma, Violence, Mental Health, White Supremacy, Identity, Political Participation, and Gender
Political Geography:
Pakistan, Africa, South Asia, Indonesia, Middle East, Libya, North Africa, Sweden, Jordan, Somalia, Southeast Asia, Cameroon, and United States of America

148. One Nation One Subscription

Author:
Usha Mujoo Munshi and Jagdish Arora
Publication Date:
01-2021
Content Type:
Special Report
Institution:
India International Centre (IIC)
Abstract:
One Nation, One Subscription (ONOS), an initiative proposed by the Government of India (GoI), aims to provide countrywide access to national and international scientific and academic content. ONOS is expected to sign national licenses with most of the prominent STEM publishers and database producers across the world in order to encourage easy access to highquality academic information, thus stimulating scientific research and innovation in the country. This initiative is expected to benefit research and educational institutions including universities, colleges, research organisations, as well as every citizen of the country through public libraries.
Topic:
Education, Government, Research, Academia, Publishing, and Information
Political Geography:
South Asia and India

149. Book Launch: A Buddhist Sensibility: Aesthetic Education at Tibet's Mindröling Monastery

Author:
Dominique Townsend, Janet Gyatso, and Lauran Hartley
Publication Date:
10-2021
Content Type:
Video
Institution:
Weatherhead East Asian Institute, Columbia University
Abstract:
A Buddhist Sensibility sheds new light on the forms of knowledge valued in early modern Tibetan societies, especially among the ruling classes. Townsend traces how tastes, values, and sensibilities were cultivated and spread by Tibetan Buddhist teachers of the Nyingma School at Mindröling monastery in the 17th century and onwards, showing what it meant for a person, lay or monastic, to be deemed well-educated. Combining historical and literary analysis with fieldwork in Tibetan Buddhist communities, this book reveals how monastic institutions work as centers of cultural production beyond the boundaries of what is conventionally deemed Buddhist.
Topic:
Education, Religion, History, Buddhism, and Cultural Production
Political Geography:
Asia and Tibet