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162. Africa’s Digital Divide and the Promise of E-learning
- Author:
- Matthias Krönke
- Publication Date:
- 06-2020
- Content Type:
- Policy Brief
- Institution:
- Afrobarometer
- Abstract:
- According to UNESCO (2020), approximately 1.2 billion students and youth worldwide are affected by school and university closures because of the COVID-19 pandemic. To adjust to these new circumstances, governments must develop innovative solutions to ensure inclusive learning opportunities during this period of unprecedented educational disruption. This is especially true in African countries, where despite recent progress traditional education has faced infrastructural challenges and struggled to develop the human resources necessary to address students’ educational needs (Krönke & Olan’g, 2020; United Nations, 2019; UNESCO Institute of Statistics, 2016. This policy paper uses Afrobarometer survey data to look at digital infrastructure, the availability of digital devices at the household level, and digital literacy among African adults. While rates of digital literacy among children are likely to differ, it is important to understand these dynamics among adults for at least two reasons. First, adults are likely to shape children’s access to and experience with technology. Second, understanding current levels of access to devices and levels of digital literacy among adults provides a baseline against which future assessments can measure progress over time. Survey findings from Afrobarometer Round 7 (2016/2018) show a substantial digital divide both across and within countries, reflected in uneven access to resources such as electricity and unequal access to and use of smartphones and computers. The results suggest that government efforts to redress widespread inequalities need to be increased drastically to avoid the widening of an education gap among their citizens. The paper also discusses the potential benefits of providing smartphones and computers to those who currently do not have access to such devices.
- Topic:
- Education, Infrastructure, Inequality, Digital Economy, and Digitalization
- Political Geography:
- Africa
163. Democratic Dividend: The Road to Quality Education in Africa
- Author:
- Matthias Krönke
- Publication Date:
- 04-2020
- Content Type:
- Policy Brief
- Institution:
- Afrobarometer
- Abstract:
- Education is a powerful tool to fight poverty, enable upward socioeconomic mobility, and empower people to live healthier lives. But while the global adult literacy rate continues to increase, from 81% in 2000 to 86% in 2018 (World Bank, 2019), the challenge of access to quality education remains particularly severe in Africa. Even before the COVID-19 crisis, globally one out of five children aged 6-17 years were not in school; more than half of these children live in sub-Saharan Africa. Additionally, many African pupils attend schools that are inadequately equipped, creating a difficult learning environment. For example, more than half of the schools in sub-Saharan Africa do not have access to basic drinking water, handwashing facilities, the Internet, or computers (United Nations, 2019). COVID-19 may exacerbate these challenges as pupils lose school time, unequal access to online learning heightens inequalities, and health care and social-safety costs and economic losses put pressure on limited resources. Africans are aware of education challenges. Across 34 African countries surveyed by Afrobarometer between late 2016 and late 2018, one in five respondents (21%) cited education as one of the most important problems their governments should address, placing it among citizens’ top five priorities (Coulibaly, Silwé, & Logan, 2018). Not surprisingly, younger people placed substantially greater emphasis on education than their elders. At a global level, the United Nations (UN) has highlighted the importance of quality education by including it in its Sustainable Development Goals (SDGs). SDG 4 calls for governments to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” To this end, the UN outlines specific targets to be achieved by 2030, including ensuring that “all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” An important step toward this goal is that by 2030, all girls and boys should be able to “complete free, equitable and quality primary and secondary education” (United Nations, 2019). Many African governments have made important commitments to universal education. Of the 34 countries surveyed by Afrobarometer in 2016/2018, 33 have made school attendance compulsory (for periods ranging from five to 11 years), and 33 provide free primary education. (See Appendix Table A.2 for details.) Many governments also commit substantial portions of their yearly budgets to improving education. For example, in Côte d’Ivoire, eSwatini, Ghana, Malawi, Senegal, Tunisia, and Zimbabwe, more than 25% of total government expenditures go to education (World Bank, 2020). Afrobarometer surveys point to slow but steady progress as fewer Africans go without formal education and more attend school beyond the primary grades. But in some countries, two-thirds of adults still have no formal schooling, and significant gender gaps continue to disadvantage girls and women. Overall, just a slim majority of Africans think their government is doing a good job on meeting educational needs. Factors that contribute to these evaluations include whether citizens find it easy to obtain school services and whether they think schools are transparent about their budgets and responsive to reports of teacher misconduct. More fundamentally, our analysis finds that more democratic countries are seen as better able to provide public education. Citizens are more likely to be satisfied with government performance on education if immediate avenues of transparency and accountability at the school level are embedded in a broader political system that encourages these qualities.
- Topic:
- Education, Poverty, Democracy, and Inequality
- Political Geography:
- Africa
164. COVID-19 Effects on US Higher Education Campuses, Report 3: New Realities for Global Student Mobility in Summer and Fall 2020
- Author:
- Mirka Martel
- Publication Date:
- 07-2020
- Content Type:
- Special Report
- Institution:
- Institute of International Education
- Abstract:
- The Institute of International Education (IIE) is studying the effects of COVID‐19 (coronavirus) on global student mobility on U.S. higher education campuses. Our aim in this series is to provide more information about the effects that COVID‐19 has had on international student mobility, and the measures U.S. higher education institutions are taking regarding international students currently on campus and those abroad, international students interested in studying in the United States, and U.S. students planning to study abroad. The third survey opened July 9, 2020, and specifically focuses on college and university COVID-19 planning for the summer and fall 2020 semesters. As the final report of the COVID-19 Snapshot Survey Series, this report examines impact on inbound and outbound options for student exchange, such as shifts in the academic calendar and potential deferment to a future semester, as well as the future outlook for U.S. study abroad programs.
- Topic:
- Education, Mobility, Higher Education, Survey, COVID-19, and Study Abroad
- Political Geography:
- Global Focus and United States of America
165. Studying for the Future: International Secondary Students in the United States
- Author:
- Leah Mason and Natalya Andrejko
- Publication Date:
- 11-2020
- Content Type:
- Special Report
- Institution:
- Institute of International Education
- Abstract:
- Trends in international secondary student mobility highlight a potential recruitment pipeline to U.S. higher education institutions. This paper will provide an overview of international secondary student enrollment trends in the United States. It will then describe a case study of the AIFS Foundation Academic Year in America (AYA) program. The case study highlights the results of an alumni survey, including student motivations for participating in AYA, the skills and attributes students gained while on the program, and their academic and professional trajectories post‐program. Finally, it will bring together information presented in these first two sections to discuss possible implications for higher education.
- Topic:
- Education, Mobility, Higher Education, and Study Abroad
- Political Geography:
- Global Focus and United States of America
166. Fall 2020 International Student Enrollment Snapshot
- Author:
- Julie Baer and Mirka Martel
- Publication Date:
- 11-2020
- Content Type:
- Special Report
- Institution:
- Institute of International Education
- Abstract:
- The Fall 2020 International Student Enrollment Snapshot presents current international student enrollment patterns based on data from over 700 U.S. higher education institutions. The report focuses on international students studying in person or online (in the U.S. or from abroad) at U.S. higher education institutions in Fall 2020. The findings reflect how the COVID-19 pandemic has affected the U.S. higher education sector and global student mobility to the United States. The report, conducted by IIE and nine partner higher education associations, is released jointly with and complements Open Doors 2020, which provides a comprehensive view of international student trends from the previous year (2019/20). Open Doors 2021, to be released in November 2021, will survey more than 2,900 institutions to provide a full picture of 2020/21 international student enrollment.
- Topic:
- Education, Higher Education, COVID-19, and Study Abroad
- Political Geography:
- Global Focus and United States of America
167. Policy Documents: National Minorities in Political Processes – Engagement for Better Future
- Author:
- Ana Mosashvili, Nika Petriashvili, Irakli Mikiani, Gega Oragvelidze, Irakli Kartvelishvili, Roland Baghaturia, Elena Alimbarashvili, Lasha Makhatadze, Tornike Mumladze, Giorgi Mskhalaia, Salome Lomidze, Giorgi Areshidze, Ani Shaishmelashvili, Mamuka Jugheli, Nino Gachechiladze, Nino Tsanava, Ednar Mgeladze, Elisabed Sarkisova, and Natia Liluashvili
- Publication Date:
- 12-2020
- Content Type:
- Policy Brief
- Institution:
- Georgian Foundation for Strategic International Studies -GFSIS
- Abstract:
- The Policy Paper Series include policy documents developed within the framework of the project - National Minorities in Political Processes – Engagement for Better Future. The papers were elaborated by the young representatives of political parties, for whom it was the first attempt to work on an analytical document. The papers address the challenges and solutions for the ethnic minorities engagement in the political, economic or social life of Georgia. The project was implemented by the Rondel Foundation with the support and active participation of the OSCE High Commissioner on National Minorities (OSCE HCNM). The project aims to increase the political and social inclusion of ethnic minorities and to facilitate healthy policy debate on the issues of national minorities among the political parties, thus overall contributes to the good governance practices. Within the framework of the multi-component project, members of Tbilisi-based political party youth organizations, young people living in Samtskhe-Javakheti and Kvemo Kartli and active representatives of the local community attended various thematic seminars. The project also included thematic meetings of representatives of political parties and government agencies with the representatives of national minorities, the preparation of TV programs, and internships for young people representing ethnic minorities in political parties.
- Topic:
- Development, Education, Politics, Tourism, Culture, Minorities, and Youth
- Political Geography:
- Caucasus and Georgia
168. Policy Briefs: National Minorities in Political Processes – Engagement for a Better Future
- Author:
- Fagan Abbasov, Orkhan Pirverdiev, Rima Marangozyan, Amaliya Babayan, Margarita Khasanshina, Lilit Karakhanyan, Zakir Aivazov, Katya Mosoyan, Varduy Kurginyan, and Heydar Aliyev
- Publication Date:
- 12-2020
- Content Type:
- Policy Brief
- Institution:
- Georgian Foundation for Strategic International Studies -GFSIS
- Abstract:
- The Policy Paper Series include policy briefs developed within the framework of the National Minorities in Political Processes – Engagement for a Better Future project. The papers were elaborated by the ethnic minority youth from Samtskhe-Javakheti and Kvemo Kartli for whom it was their first attempt to work on an analytical document. The papers address the challenges and solutions for the engagement of ethnic minorities in the political, economic or social life of Georgia. The project was implemented by the Rondeli Foundation with the support and active participation of the OSCE High Commissioner on National Minorities (OSCE HCNM). The project aims to increase the political and social inclusion of ethnic minorities and facilitate a healthy policy debate on the issues of national minorities among the political parties, thus overall contributing to good governance practices. Within the framework of the multi-component project, members of Tbilisi-based political party youth organizations, young people living in Samtskhe-Javakheti and Kvemo Kartli and active representatives of the local community attended various thematic seminars. The project also included thematic meetings of representatives of political parties and government agencies with the representatives of national minorities, the preparation of TV programs and organizing internships in political parties for young people representing ethnic minorities.
- Topic:
- Education, Gender Issues, Government, Minorities, Elections, Youth, Language, and Economic Development
- Political Geography:
- Eurasia, Caucasus, and Georgia
169. IPCRI In Between Conference: Divided Societies, Shared Spaces - Mr. Tareq Nassar
- Author:
- Tareq Nassar
- Publication Date:
- 02-2020
- Content Type:
- Video
- Institution:
- Israel/Palestine Creative Regional Initiatives (IPCRI)
- Abstract:
- Since 2017, the Davis Institute for International Relations from the Hebrew University and the Center for Regional Initiatives (IPCRI) have been engaged in a project aimed at building shared visions for Jerusalem. In this project, local residents from diverse communities from across Jerusalem engaged in mapping local needs and designing their visions for the future of the city. As complementary to this work, IPCRI organized in partnership with Konrad Adenauer Stiftung and the Irish Aid delegations of experts and civil society leaders from Jerusalem to other contested cities such as Belfast, Nicosia and Sarajevo. These delegations focused on the reality of cities in conflict and highlighted the lessons that can be learned from other conflicts. This conference presented the outcomes of both projects. In the first part of the conference, scholars presented policy recommendations designed by local residents and will receive input from experts from other contested cities. Following this part, we will host panels and workshops focusing on the practice of bringing change to contested spaces. From urban planning through shared education and equal representation, we aim to present a comprehensive vision towards the future of those cities in conflict. This video presents the remarks delivered by Mr. Tareq Nassar on placemaking projects in East Jerusalem.
- Topic:
- Education, Conflict, Cities, and Urban Planning
- Political Geography:
- Middle East, Israel, Palestine, and East Jerusalem
170. IPCRI In Between Conference - Educating the Next Generations - Dr. Samira Alayan
- Author:
- Samira Alayan, Sarah Perle Benazera, Ahmad Asmar, and Tony Gallagher
- Publication Date:
- 03-2020
- Content Type:
- Video
- Institution:
- Israel/Palestine Creative Regional Initiatives (IPCRI)
- Abstract:
- Since 2017, the Davis Institute for International Relations from the Hebrew University and the Center for Regional Initiatives (IPCRI) have been engaged in a project aimed at building shared visions for Jerusalem. In this project, local residents from diverse communities from across Jerusalem engaged in mapping local needs and designing their visions for the future of the city. As complementary to this work, IPCRI organized in partnership with Konrad Adenauer Stiftung and the Irish Aid delegations of experts and civil society leaders from Jerusalem to other contested cities such as Belfast, Nicosia and Sarajevo. These delegations focused on the reality of cities in conflict and highlighted the lessons that can be learned from other conflicts. This conference presented the outcomes of both projects. In the first part of the conference, scholars presented policy recommendations designed by local residents and will receive input from experts from other contested cities. Following this part, we will host panels and workshops focusing on the practice of bringing change to contested spaces. From urban planning through shared education and equal representation, we aim to present a comprehensive vision towards the future of those cities in conflict. This video was taken from a panel titled: "Thinking Ahead, Educating the Next Generations" with the participation of: Ms. Sarah Perle Benazera a Dialogue Facilitator Mr. Ahmad Asmar The Dept. of ME Studies, The Hebrew University Dr. Samira Alayan The Dept. of Education, The Hebrew University Prof. Tony Gallagher The School of Education, Queen’s University
- Topic:
- Education, Youth, Conflict, and Cities
- Political Geography:
- Middle East, Israel, and Palestine
171. IPCRI In Between Conference - Thinking Ahead, Educating the Next Generations - Ahmad Asmar
- Author:
- Ahmad Asmar
- Publication Date:
- 03-2020
- Content Type:
- Video
- Institution:
- Israel/Palestine Creative Regional Initiatives (IPCRI)
- Abstract:
- Since 2017, the Davis Institute for International Relations from the Hebrew University and the Center for Regional Initiatives (IPCRI) have been engaged in a project aimed at building shared visions for Jerusalem. In this project, local residents from diverse communities from across Jerusalem engaged in mapping local needs and designing their visions for the future of the city. As complementary to this work, IPCRI organized in partnership with Konrad Adenauer Stiftung and the Irish Aid delegations of experts and civil society leaders from Jerusalem to other contested cities such as Belfast, Nicosia and Sarajevo. These delegations focused on the reality of cities in conflict and highlighted the lessons that can be learned from other conflicts. This conference presented the outcomes of both projects. In the first part of the conference, scholars presented policy recommendations designed by local residents and will receive input from experts from other contested cities. Following this part, we will host panels and workshops focusing on the practice of bringing change to contested spaces. From urban planning through shared education and equal representation, we aim to present a comprehensive vision towards the future of those cities in conflict. This video was taken from a panel titled: "Thinking Ahead, Educating the Next Generations" with the participation of: Ms. Sarah Perle Benazera a Dialogue Facilitator Mr. Ahmad Asmar The Dept. of ME Studies, The Hebrew University Dr. Samira Alayan The Dept. of Education, The Hebrew University Prof. Tony Gallagher The School of Education, Queen’s University
- Topic:
- Education, Conflict, and Cities
- Political Geography:
- Middle East, Israel, and Palestine
172. Which English Learners Count When? Understanding State EL Subgroup Definitions in ESSA Reporting
- Author:
- Julie Sugarman
- Publication Date:
- 03-2020
- Content Type:
- Policy Brief
- Institution:
- Migration Policy Institute (MPI)
- Abstract:
- Data about English Learner (EL) students in the United States are more plentiful than ever. Under the federal Every Student Succeeds Act of 2015 (ESSA), states must report a wide range of information about their students’ English language arts and math standardized test scores, graduation rates, and more. They must also break these data down to show how students with certain characteristics—subgroups including racial/ethnic groups, students with disabilities, and ELs—are doing. This wealth of data is meant to help policymakers, practitioners, and community members identify schools that need to do a better job of helping ELs learn. But for this to be possible, it must be clear who states are including in the EL subgroup—something that varies across types of data and that is not always clearly marked on state student performance reports or online dashboards. This brief aims to help data users understand how the composition of the EL subgroup varies, and why understanding these technical differences matters when making decisions about how ELs and schools are faring. It also discusses how breaking data out further for certain groups of ELs such as newcomers, students with interrupted formal education, and long-term ELs could benefit decision-making.
- Topic:
- Education, Immigrants, Language, and Integration
- Political Geography:
- North America and United States of America
173. Native Language Assessments for K-12 English Learners: Policy Considerations and State Practices
- Author:
- Julie Sugarman and Leslie Villegas
- Publication Date:
- 06-2020
- Content Type:
- Policy Brief
- Institution:
- Migration Policy Institute (MPI)
- Abstract:
- Standardized tests play a central role in the U.S. education system, shaping how states hold schools accountable for ensuring that all students have equitable access to a quality education. Schools and districts sometimes also use testing data for high-stakes decisions about teacher pay and whether students can move on to the next grade. It is thus crucial that standardized assessments are able to accurately capture what students know and can do. But for English Learner (EL) students, test scores may not fully reflect how much they have learned in a subject if they cannot demonstrate their knowledge in English. The federal Every Student Succeeds Act (ESSA) encourages states to consider offering native language assessments as a test accommodation for ELs. Yet official guidance and research are limited on how to use such assessments effectively, and only 31 states and the District of Columbia use such tests. Depending on factors such as students’ English proficiency levels and the language(s) in which they receive instruction, these tests may be a good fit for some ELs but not others. This policy brief explores key policy and practical questions for states considering implementing or expanding their use of native language assessments. It also provides an overview of the choices made by the jurisdictions that already use them—including the subjects and languages in which native language assessments are offered and how they were created. Finally, the brief offers recommendations for the federal government, states, and local actors that could help build understanding of when these tests work well and how to make them more widely available.
- Topic:
- Education, Immigrants, Language, Integration, and ESL
- Political Geography:
- North America and United States of America
174. Educating English Learners during the COVID-19 Pandemic: Policy Ideas for States and School Districts
- Author:
- Julie Sugarman and Melissa Lazarín
- Publication Date:
- 09-2020
- Content Type:
- Policy Brief
- Institution:
- Migration Policy Institute (MPI)
- Abstract:
- As schools closed their physical classrooms in March 2020 due to COVID-19, educators across the United States reported that English Learners (ELs), immigrant students, and students in low-income families were particularly difficult to reach with online instruction. The pandemic and the sudden, forced transition to remote learning have brought into sharp relief the inequities that many of these students face in often under-resourced schools. Despite significant effort on the part of educators to support their students’ continued learning through Spring 2020, these efforts fell short for many ELs and students in immigrant families. Among the most notable barriers: a lack of access to digital devices and broadband, school–family communication gaps, parents’ limited capacity to support home learning, and inadequate remote learning resources and training for teachers on how to use them effectively. With the 2020–21 school year underway, and many schools continuing to operate partly or entirely remotely, this policy brief takes stock of the impact schools’ response to the pandemic is having on ELs and immigrant-background students. It identifies key challenges states and school districts must overcome, and outlines policy recommendations to help them ensure these students are adequately supported in this academic year and beyond. These include prioritizing ELs for in-person instruction when schools buildings begin to reopen, professional development on digital instruction that includes a focus on working with ELs, strategies for strengthening parental engagement, and funding mechanisms to shield high-needs students from the brunt of expected budget cuts. As the authors note, “depending on how states and districts adapt in the coming year, schools could emerge from this crisis having built stronger and more resilient systems on a foundation of equity for ELs and immigrant-background students.”
- Topic:
- Education, Science and Technology, Immigration, Inequality, Pandemic, and COVID-19
- Political Geography:
- North America and United States of America
175. Supporting Immigrant and Refugee Families through Home Visiting: Innovative State and Local Approaches
- Author:
- Caitlin Katsiaficas
- Publication Date:
- 10-2020
- Content Type:
- Policy Brief
- Institution:
- Migration Policy Institute (MPI)
- Abstract:
- Home visiting programs are increasingly popular in communities across the United States. A two-generation model for health and social service provision, home visiting is designed to support both young children and their caretakers to promote their health, well-being, and long-term outcomes. For immigrant and refugee families, home visiting can also offer integration-related supports, such as by helping parents navigate unfamiliar early childhood, health, and social service systems. But even though they make up an important segment of the at-risk populations these programs aim to serve, immigrant and refugee families are less frequently enrolled in home visiting programs than families in which the parents are U.S. born. This brief highlights strategies adopted by some states and counties to address this gap. To do so, it looks at four case studies: King County, Washington; San Diego County, California; Illinois; and Massachusetts. Working with different populations and in varied funding environments, these state and local efforts illustrate key steps policymakers and program administrators can take to boost the equity and quality of home visiting services for immigrant families, such as by: explicitly including at-risk immigrant families in program needs assessments and prioritizing them for services alongside other at-risk families; incorporating community input into program design; adjusting procurement processes to level the playing field for community-based organizations that seek to offer home visiting services and are well positioned to connect with families of different linguistic and cultural backgrounds; and supporting research on what program models work well for immigrant and refugee families.
- Topic:
- Education, Refugees, Immigrants, and Integration
- Political Geography:
- North America and United States of America
176. Special Commentary: Recruiting in a Post-COVID-19 World
- Author:
- Matt Lawrence
- Publication Date:
- 05-2020
- Content Type:
- Commentary and Analysis
- Institution:
- The Strategic Studies Institute of the U.S. Army War College
- Abstract:
- The COVID-19 pandemic is going to change military recruiting. Recently, the Army and its sister forces have been forced to recruit virtually and have slowed processing through basic training. The Army has been vague about its recruiting goals, instead focusing on end strength, so it will not have to deal with the fanfare of missing its mission as it did in 2018. But the virus and its effects will actually help recruiting in the future. There was a storm gathering for recruiters, as the number of target youth would decrease in the years 2026-2031—a result of a decreased birth rate through the 2008 financial crisis and its fallout. Competition was going to be fierce with businesses and higher education. The virus changed everything.
- Topic:
- Education, Military Affairs, Army, Pandemic, and COVID-19
- Political Geography:
- Global Focus
177. Measuring Collective Impact: Creating a Framework for Assessing Multiple Peacebuilding Projects in Colombia
- Author:
- Diego Benitez
- Publication Date:
- 07-2020
- Content Type:
- Special Report
- Institution:
- United States Institute of Peace
- Abstract:
- USIP implemented its Initiative to Measure Peace and Conflict (IMPACT) program first in the Central African Republic and later in Colombia, where it worked directly with peacebuilding organizations to gauge their collective impact on fostering reconciliation in the wake of the 2016 peace accord between the government and FARC rebels. Drawing on the challenges encountered and lessons learned, this report provides suggestions for how future iterations of the IMPACT approach can help policymakers, donors, and practitioners achieve greater and more cost-effective results from the peacebuilding projects they support.
- Topic:
- Civil Society, Development, Education, Peace, and Reconciliation
- Political Geography:
- Colombia and South America
178. The Millennials' Transition from School-to-Work
- Author:
- Yuet-Yee Linda Wong and Audra J. Bowlus
- Publication Date:
- 03-2020
- Content Type:
- Working Paper
- Institution:
- Centre for Human Capital and Productivity (CHCP), Western University
- Abstract:
- We present the first study of the high school-to-work transition for American Millennial males and females. Using data from the PSID Transition to Adulthood from 2005-2011, we estimate the Burdett and Mortensen (1998) model and study changes between Generation X and Millennials. We find convergence in racial differences in transition patterns across the generations and in gender earnings by the Great Recession. These patterns are driven by a large decline in search efficiencies for white males. Finally, we show the labor market deteriorated for high school graduates prior to, with a further decline during, the Great Recession.
- Topic:
- Economics, Education, Global Recession, Human Capital, Labor Market, and Productivity
- Political Geography:
- United States
179. Global Health Security – COVID-19 and School Closures: Why Education Sector Needs Protecting
- Author:
- Tamara Nair
- Publication Date:
- 04-2020
- Content Type:
- Commentary and Analysis
- Institution:
- Centre for Non-Traditional Security Studies, S. Rajaratnam School of International Studies
- Abstract:
- Around 90 percent of the world’s students are currently out of school as a result of the global pandemic. How prepared are we to face the fallout of having schools closed for this long?
- Topic:
- Education, COVID-19, Health Crisis, and Labor Rights
- Political Geography:
- Global Focus
180. The Evolution of Inequality of Opportunity in Germany: A Machine Learning Approach
- Author:
- Paolo Brunori and Guido Neidhofer
- Publication Date:
- 03-2020
- Content Type:
- Working Paper
- Institution:
- Center for Distributive, Labor and Social Studies (CEDLAS)
- Abstract:
- We show that measures of inequality of opportunity (IOP) fully consistent with Roemer (1998)’s IOP theory can be straightforwardly estimated by adopting a machine learning approach, and apply our novel method to analyse the development of IOP in Germany during the last three decades. Hereby, we take advantage of information contained in 25 waves of the Socio-Economic Panel. Our analysis shows that in Germany IOP declined immediately after reunification, increased in the first decade of the century, and slightly declined again after 2010. Over the entire period, at the top of the distribution we always find individuals that resided in West-Germany before the fall of the Berlin Wall, whose fathers had a high occupational position, and whose mothers had a high educational degree. East-German residents in 1989, with low educated parents, persistently qualify at the bottom.
- Topic:
- Education, Inequality, Post Cold War, and Reunification
- Political Geography:
- Europe and Germany