Publication Year: 3 selected / Topic: Education

1. Budget Brief: Samagra Shiksha

Author:: Mridusmita Bordoloi, Avani Kapur, and Sidharth Santhosh
Publication Date:: 02-2023
Content Type:: Policy Brief
Institution:: Centre for Policy Research, India
Abstract:: Samagra Shiksha is Government of India’s (GoI’s) school education programme covering preprimary to higher-secondary levels. Launched in April 2018, the scheme is the primary vehicle to implement the provisions under the Right of Children to Free and Compulsory Education (RTE) Act, 2009, and the goals for school education envisaged under the National Education Policy (NEP), 2020. After a year of reopening of schools, post the COVID-19 pandemic, this brief uses government data to analyse Samagra Shiksha performance based on: ■ Trends in allocations, releases, and expenditures; ■ Component-wise approved budgets; ■ School enrolment trends pre and post COVID-19 pandemic; and ■ Learning outcomes and ICT infrastructure.
Topic:: Education, Governance, Budget, COVID-19, and Public Spending
Political Geography:: South Asia and India

2. Examining Child Deprivation Across California and How It Could Be Addressed with Early Childhood Education

Author:: Jamshid Damooei and Ruslan Korchagin
Publication Date:: 01-2023
Content Type:: Journal Article
Journal:: California Journal of Politics and Policy
Institution:: Institute of Governmental Studies, UC Berkeley
Abstract:: Socioeconomic deprivation can create adverse conditions with direct impacts on the development of children. The Early Childhood Deprivation Index (ECDI) shows that there are significant differences in the extent of deprivation of young children (aged 0 to 5 years) among the counties in California. Our research shows that the cost of childcare forms a significant proportion of family income among low- and middle-income families. It indicates that families can pay for a high proportion of such costs if they could access the available federal and state government entitlements. A universal high-quality early childhood education system brings about an efficient way of providing the childcare without the unnecessary cost of employing a means-tested entitlement mechanism. However, even with universal early childhood education, families need support to be able to take advantage of the program, since pre-schooling will be on a voluntary basis. It is therefore important that in addition to providing education universally- communities, and the state make every effort to increase the ability of California families to benefit from this important opportunity.
Topic:: Education, Poverty, Children, Inequality, and Child Care
Political Geography:: California, North America, and United States of America

3. Korea's Official Development Assistance to the Philippine Education Sector: Observations and Inputs

Author:: Inero Ancho
Publication Date:: 03-2023
Content Type:: Policy Brief
Institution:: Korea Institute for International Economic Policy (KIEP)
Abstract:: Advocating inclusive and equitable quality education (SGD 4: Quality Education) is central to sustainable development efforts anchored on collaboration and partnership that enable the policy-to-impact synergy. Agencies and institutions in various levels need to align motivations as they work towards realizing education for sustainable development (ESD). As education fuels sustainable development, school access and completion need to be prioritized, as wealth inequality and gender gap are eliminated. Human capital investment involves the provision of relevant and responsive education systems and training. These mechanisms enable an individual to be productive and contribute to positive outcomes, improved standard of living, and potential gains. As a core element to growth and poverty reduction, human capital suggests implementing significant and concrete progress in core education indices. Further, sustained economic growth, increased productivity value, and favorable social returns are manifested outcomes at the macro level. This paper looks at the ODA from Korea to the Philippines in the context of education. The discussion will be anchored on the Philippine Development Plan and AmBisyon Natin 2040 as roadmaps reflecting the aspirations of every Filipino of having a strongly rooted, comfortable, and secured life.1 Observations and inputs will be offered to ensure effective ODA and provide focus and ways forward towards access to and quality of education, along with programs and projects that contribute into any meaningful development of the Philippine economy.
Topic:: Development, Education, Economy, Human Capital, and Sustainability
Political Geography:: Asia, South Korea, and Philippines

4. An Economic Mirage: How Canadian Universities Impact Freedom to Operate

Author:: James Hinton, Mardi Witzel, and Joanna Wajda
Publication Date:: 04-2023
Content Type:: Working Paper
Institution:: Centre for International Governance Innovation
Abstract:: Canada’s universities drive research and innovation, but when publicly funded institutions partner with foreign firms and countries, who is the biggest beneficiary? Not Canada or the Canadian economy. According to the authors of this paper, foreign entities that invest in Canadian research often take their intellectual property (IP) (and the money it generates) out of the country, leaving Canadian taxpayers holding the bill, unable to benefit from the economic return on their investment. This paper looks at the U15, a collective of some of Canada’s most research-intensive universities, accounting for 79 percent of all competitively allocated research funding in Canada and 83 percent of all contracted private sector research in Canada. With a focus on research outcomes, specifically IP, this paper examines patent data; IP ownership; and the impact on freedom to operate, an indicator of Canadian firms’ ability to commercialize their technology, to maximize Canada’s return on investment.
Topic:: Economics, Education, Higher Education, and Freedom
Political Geography:: Canada and North America

5. Language and student learning: Evidence from an ethnographic study in Mozambique

Author:: Feliciano Chimbutane and Ritva Reinikka
Publication Date:: 05-2023
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This ethnographic study explores the implementation of bilingual education in Mozambique: how it is understood, adapted, and resisted by school directors, teachers, and local officials. Bilingual education uses local languages in early grades before a gradual shift into Portuguese, which most Mozambican children do not speak when entering school. Our study confirms that students participate actively and understand content better in bilingual classes. Regardless of education policy, school directors decide whether or not to form bilingual classes. They report pressure from parents for Portuguese-only instruction because of misunderstanding about the nature of bilingual education, poor resourcing, and fears about students failing tests. Some teachers demonstrate an impressive ability to provide bilingual education despite a lack of training and materials. Others resist and do little to hide their negative attitude. District officers are not able to supply schools with basic materials for local-language teaching. We conclude that bilingual education has lost momentum in Mozambique.
Topic:: Education, Ethnography, Language, and Policy Implementation
Political Geography:: Africa and Mozambique

6. Absolute or relative: perceptions of inequality among young adults in Mozambique

Author:: Giulia Barletta, Ines A. Ferreira, and Vincenzo Salvucci
Publication Date:: 02-2023
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: Different concepts of inequality lead to different positions in discussions about whether economic growth leads to increasing inequality. This study investigates how over 1,100 young adults in Mozambique perceive inequality and whether their perceptions are based on relative or absolute terms. It follows the line of work which examines attitudes (perceptions and preferences) towards different distributional axioms, and focuses on scale and translation invariance. Most of our respondents believe that inequality in their neighbourhood is too high and that circumstances beyond their control explain why some people are poor. We conclude that, while some respondents think in absolute terms, many do not agree with either the scale-invariance or the translation-invariance axioms, and there is great variation depending on the scenario presented to the respondents. We find some correlation between their way of thinking and gender, but no clear link with level of education and type of employment.
Topic:: Education, Inequality, Economic Growth, Youth, and Gender
Political Geography:: Africa and Mozambique

7. The future of women in India: Barriers, facilitators and opportunities

Author:: Amita Vyas, Misha Iqbal, Capucine Querenet, Harris Samad, and Irfan Nooruddin
Publication Date:: 03-2023
Content Type:: Policy Brief
Institution:: Atlantic Council
Abstract:: The barriers South Asian women face in the workforce are deep and intersecting, including but not limited to: accessing digital technology; disruptions to supply chains; the dual burden of managing eldercare and childcare; limited physical and mental health services; and the increased risk of gender-based violence (GBV). These are key obstacles to women’s labor force participation, and all were exacerbated by the COVID-19 pandemic. According to a joint report published by the International Finance Corporation and the United Nations Entity for Gender Equality and the Empowerment of Women (UN Women), 35 percent of women entrepreneurs in India reported that they have suffered declining revenues due to COVID-19, and 72 percent of female small business owners in Sri Lanka reported experiencing difficulties accessing their usual financial services. The same report found that female job-loss rates resulting from COVID-19 are about 1.8 times higher than male job-loss rates globally. Women’s participation and advancement in the labor force not only benefits women themselves, but also men, families, communities, and the entire nation. Despite this, women’s work is a minefield of visible and invisible barriers, rooted in inequality, patriarchy, and privilege. Global corporations, civil society, governments, and businesses across the South Asian region and the globe are committed and poised to support women’s advancement in the workplace, and are well positioned to accelerate and complement these efforts through direct investments and advocacy. But, first, two key areas must be explored, and they serve as the foci for this issue brief: Raise awareness of key economic challenges facing women across the region. Explore best practices and opportunities for addressing these pressing challenges.
Topic:: Education, Women, Resilience, and Society
Political Geography:: South Asia and India

8. The Insurance Implications of Government Student Loan Repayment Schemes

Author:: Martin Gervais, Qian Liu, and Lance Lochner
Publication Date:: 01-2023
Content Type:: Working Paper
Institution:: Centre for Human Capital and Productivity (CHCP), Western University
Abstract:: A large literature examines the extent to which consumption responds to idiosyncratic earnings shocks.1 This paper studies whether student loan repayments serve as a source of insurance, much like government tax and transfer programs.2 Indeed, this insurance mechanism is an explicit aim of formal income-contingent repayment schemes in many countries, where the efficient structure of contingencies depends on such market frictions as moral hazard, adverse selection, and costly income verification (Lochner and Monge-Naranjo, 2016). We use new administrative data that links detailed information on Canadian student loan recipients with their repayment and income histories from the Canada Student Loans Program (CSLP), income tax filings, and post-secondary schooling records to measure the extent to which student borrowers adjust loan repayments to insure against income variation.3 Several mechanisms are available for students to adjust loan repayments in response to income fluctuations: formal, like CSLP’s Repayment Assistance Plan (RAP); and informal, such as delinquency or default. Close to 30% of students are enrolled in RAP soon after graduation, although that fraction falls as incomes rise thereafter. ∗ Gervais: University of Georgia, Athens, mgervaisca@gmail.com. Liu: Brock University, St. Catharines, Canada, qliu@brocku.ca. Lochner: Western University, London, Canada, llochner@uwo.ca. We thank the Statistics Canada Research Data Centres at Western University and McMaster University. Lochner gratefully acknowledge support from the Social Sciences and Humanities Research Council of Canada. 1See, e.g., the survey by Meghir and Pistaferri (2011) and references therein. 2Brzozowski et al. (2010) show that the tax and transfer system in Canada is very effective at absorbing income movements. 3Lochner, Liu and Gervais (2021) document sizable transfers implicit in the CSLP through differences in repayment by expected post-school income. Within 5 years of graduation, nearly 10% of borrowers have defaulted on their debt. In addition, borrowers can make larger payments than required should they experience unexpectedly high income: 40% of borrowers have fully repaid their student debt within 5 years of graduation. Indeed, loan payments are shown to increase in income, more so in early years and for individuals with higher initial debt. More formally, we estimate that on average, an unexpected $1,000 change in yearover-year income is associated with a $30 change in loan payment: from a $50 change the year after graduation, declining to a $20 change 5 years after graduation. Loan repayments are also used to absorb income variation that is more permanent in nature: for borrowers whose income is consistently below or above expected income at graduation, the magnitude of average repayment adjustment is similar to the average yearly response.
Topic:: Debt, Education, Economy, Insurance, and Student Loans
Political Geography:: Canada and North America

9. The Effects of Differential Exposure to COVID-19 on Educational Outcomes in Guatemala

Author:: Andres Ham, Emmanuel Vazquez, and Monica Yanez-Pagans
Publication Date:: 05-2023
Content Type:: Working Paper
Institution:: Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:: This paper studies the effects of differential exposure to COVID-19 on educational outcomes in Guatemala. The government adopted a warning index (ranging from 0 to 10) to classify municipalities by infection rates in 2020, which was then used by the Ministry of Education in 2021 to establish a “stoplight” system for in-person instruction. Using administrative panel data for all students in Guatemala, the study employs a difference-in-differences strategy that leverages municipal differences over time in the warning index to estimate the effects of the pandemic on dropout, promotion, and school switching. The results show that municipalities with a higher warning index had significantly larger dropout, lower promotion rates, and a greater share of students switching from private to public schools. These effects were more pronounced during the first year of the pandemic. The findings show differential effects by the level of instruction, with greater losses for younger children in initial and primary education. The results are robust to specification choice, multiple hypothesis adjustments, and placebo experiments, suggesting that the pandemic has had heterogeneous consequences.
Topic:: Education, Government, COVID-19, and Schools
Political Geography:: Central America and Guatemala

10. Leading with Resilience: COVID-19 Learnings

Author:: A. Sarah Ilchman and Mirka Martel
Publication Date:: 04-2023
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: Leading With Resilience: COVID-19 Learnings from the Institute of International Education is based on interviews with IIE team members about their experiences navigating the COVID-19 pandemic. This unique publication highlights lessons learned and best practices from three years of managing IIE programs through the COVID-19 pandemic, and brings a personal lens to IIE’s work and leadership in the international education field. The paper focuses on three primary areas: Initial Responses to the COVID-19 Pandemic, Program Learnings, and Organizational Perspectives. It highlights successes and opportunities for improvement across the Institute over the last three years, and brings to the forefront the creativity and flexibility of IIE’s teams in their approach to keeping programs running and participants safe as they navigated the constantly-changing landscape of the COVID-19 pandemic.
Topic:: Education, Leadership, Crisis Management, COVID-19, Management, and Work
Political Geography:: Global Focus

11. Spring 2023 Snapshot on International Educational Exchange

Author:: Julie Baer and Mirka Martel
Publication Date:: 06-2023
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The Spring 2023 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the current state of international educational exchange to and from the United States. The report presents data from 527 U.S. higher education institutions in two sections: (1) current trends in international students studying at U.S. institutions in spring 2023 and recruitment patterns for prospective students and (2) the realities of U.S. study abroad in summer 2023 and academic year 2023/24. Each section is supplemented by special analyses on underrepresented populations participating in international educational exchange. On inbound mobility, we present data on non-degree international students and refugees and displaced students. The study abroad section includes insights on data collection of underrepresented populations in study abroad, including students with high financial need, first generation students, and other populations.
Topic:: Education, Higher Education, Students, and International Exchange
Political Geography:: North America and United States of America

12. Korea Matters for America/America Matters for Korea (2023)

Author:: East-West Center
Publication Date:: 04-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The 4th edition of Korea Matters for America/America Matters for Korea, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and South Korea at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:: Asia, South Korea, North Korea, North America, and United States of America

13. United Kingdom Engagement with North Korea

Author:: Alastair Morgan
Publication Date:: 03-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: As one of the Allied Powers, The United Kingdom was involved in Post-World War II planning for the Korean peninsula, including the November 1943 Cairo Conference declaration that “… in due course, Korea shall become free and independent.” However, US President Roosevelt’s proposal at the February 1945 Yalta Conference did not establish a formal role for the UK in the trusteeship of Korea. Subsequently, the United States and the Soviet Union agreed to divide the peninsula at the 38th parallel in August 1945, and direct British involvement in the peninsula was limited prior to the Korean War. The United Kingdom’s Korean War contribution to the United Nations Command was second only to the United States, with significant deployments of maritime and air assets in addition to the provision of ground troops. Almost 60,000 British troops saw action, with nearly 5,000 killed, wounded, missing in action, or taken prisoner. Following the armistice, the United Kingdom has continued to send representation to the United Nations Command. The armistice agreement includes an obligation on so-called “Sending States” to respond to renewed hostility. Although there is no automatic UK commitment to send forces, the armistice agreement remains a consideration in engagement with North Korea.
Topic:: International Relations, Foreign Policy, Economics, Education, Politics, and Strategic Engagement
Political Geography:: United Kingdom, Europe, Asia, and North Korea

14. North Korea-Germany Relations: An Ambassador's Perspective of Diplomacy with Pyongyang

Author:: Armin Schäfer
Publication Date:: 03-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: Germany established diplomatic relations with North Korea, also known as the Democratic People's Republic of Korea (DPRK), in 2001 at the request of the South Korean government, which hoped that Germany and the European Union (EU) would play a more active role in supporting the “Sunshine Policy.” Since then, Germany, together with the other EU states, has sought to moderate North Korea through a “Policy of Critical Engagement” to convince it of the benefits of international cooperation, respect for the rule of law, and improving the political and economic situation of its people. In doing so, Germany could build on the long relationship between North Korea and the former East Germany. “Critical engagement” means being willing to talk and get involved, but without holding back on criticism—and, if need be, imposing sanctions. It also implies that comprehensive engagement is not (yet) possible because of the circumstances. There is ample cause for a constrained approach from North Korea’s aggressive foreign policy and systematic human rights violations to the absence of suitable economic and fiscal conditions for business and development cooperation. Moreover, the lack of will on the part of considerable segments of the North Korean regime to engage with other countries also hampers broader engagement.
Topic:: Foreign Policy, Diplomacy, Economics, Education, and Bilateral Relations
Political Geography:: Europe, Asia, North Korea, and Germany

15. Japan Matters for America/America Matters for Japan (2023)

Author:: East-West Center
Publication Date:: 02-2023
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The 4th edition of Japan Matters for America/America Matters for Japan, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and Japan at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Politics, Science and Technology, Governance, Population, Public Health, and Travel
Political Geography:: Japan, Asia, North America, and United States of America

16. EXAMINATION OF DECISION-MAKING STRUCTURES’ PERCEPTIONS OF COMPONENTS ON THE INFLUENCES OF SME SUCCESS

Author:: Muhamet Spahiu and Esat A. Durguti
Publication Date:: 03-2023
Content Type:: Journal Article
Journal:: Journal of Liberty and International Affairs
Institution:: Institute for Research and European Studies (IRES)
Abstract:: Small and medium-sized enterprises (SMEs) have succeeded in being the main and dynamic pillar of national and international economies. Education and work experience is essential in increasing SMEs’ efficiency and competitiveness. The changing business environment has created fierce competitiveness among SMEs, requiring active interaction between managers/owners and stakeholders. As a result, this study aims to explore the influence of education, experience, using a business plan, and barriers on the success of small and medium-sized businesses. This research employed an online questionnaire for scientific research. Through ordered logistic modeling, we observed 336 answers from businesses using the qualitative approach. The study’s findings reveal that education and work experience have a statistically favorable influence on the performance of SMEs, whereas barriers have a substantial adverse influence. Findings on barriers are noteworthy in the context of this study since the governing institutions throughout the pandemic and later situations experimented with the measures adopted. The study also benefits SMEs and legislation authorities in understanding the critical concerns that are perceived as barriers to the growth and expansion of SMEs, resulting in the creation of even more sophisticated infrastructures to support sustainable development.
Topic:: Development, Education, Economy, Business, and Competition
Political Geography:: Global Focus

17. PUBLIC EXPENDITURE ON EDUCATION AND ECONOMIC GROWTH: EVIDENCE FROM NORTH MACEDONIA

Author:: Katerina Shapkova Kocevska
Publication Date:: 03-2023
Content Type:: Journal Article
Journal:: Journal of Liberty and International Affairs
Institution:: Institute for Research and European Studies (IRES)
Abstract:: In this paper, we studied the impact of public education expenditure on GDP per capita in North Macedonia from 1991 to 2020. The main questions we examined were: 1) What is the relationship between public education expenditure and GDP per capita in the country in the short run?; 2) Does a long-term relationship between the aforementioned variables exist?; and 3) What are the policy implications? This research was based on the Auto-Regressive Distributed Lag (ARDL) model, originally developed by Pesaran et al. (2001). The empirical estimations produced interesting findings. In the short run, the relationship between public spending on education and GDP per capita in North Macedonia was negative and statistically significant. The long-term relationship between the variables remained negative but statistically insignificant. These results were robust and consistent with results from earlier empirical studies. The results suggested that government expenditures on education did not contribute to economic growth in North Macedonia in the analyzed period, ceteris paribus. From a public policy standpoint, we concluded that intervention in the education system's financing is necessary to facilitate the transformation of education expenditures into productive human capital and enhance the nation's economic development.
Topic:: Development, Education, Economic Growth, Human Capital, and Public Spending
Political Geography:: Eastern Europe and North Macedonia

18. Internationalising Indian Education: Work Visas for Foreign Students

Author:: Sifra Lentin
Publication Date:: 11-2023
Content Type:: Research Paper
Institution:: Gateway House: Indian Council on Global Relations
Abstract:: This paper recommends amending India’s student visa policy to allow foreign students to work in India on paid internships while studying at Indian colleges and universities, and in jobs for pre-determined periods after they graduate. This modification to India’s ‘S’ Visa provisions would be an important step towards internationalising Indian higher education institutes (IHEIs) – a pivotal objective of India’s New Education Policy (NEP 2020), which advocates attracting more foreign students to study in Indian colleges but does not address changes in student visa rules, even though they would align India’s student visa practices with global norms. The paper supports its argument with five key findings: First, authorising foreign students to work in India surely would attract many more than the estimated 50,000 foreign students currently studying in Indian colleges either at their own cost or on scholarships. Second, India’s accredited new private and regional or state universities and colleges would benefit greatly from an increase in overseas students. New Indian universities have been seeking to build culturally and globally diverse student bodies, enrich classrooms, expand student networks and bring in foreign-exchange revenues. Allowing foreign students to work during or immediately after their time on campus will support their pursuit of all these goals, in particular by attracting students from beyond India’s neighbourhood. The success of overseas Indian doctors and engineers in these countries will encourage students from developed countries to enrol in Indian institutions, and students from established source countries in Africa and South Asia will see the opportunity to get field experience in India as a key value addition to Indian degrees. Third, work visas for foreign students would be important for Indian companies that are internationalising. Through on-campus recruitment and hiring of foreign talent on Indian campuses and hiring alumni of Indian colleges and universities who return to their home countries, Indian companies should be able to develop a natural talent cohort that is culturally acclimatised to India. Fourth, alumni of Indian institutions of higher learning who return to their countries of origin can serve as a valuable “cultural bridge” between India and other countries. Finally, for India’s foreign policy, student work visas would reinforce an important plank of bilateral relations: reciprocity. An estimated 65% of Indian students who study abroad – 7,50,000 Indian students in 2022 – avail themselves of overseas work experience. Offering one-to-three-year work visas to foreign students who graduate from Indian universities can only strengthen India’s international relationships. A student work visa policy can be implemented in a two-year phased and regulated manner. Such an implementation period will help all stakeholders – universities and colleges, companies, and ministries of education, external affairs, home, finance, and commerce – to develop and hone systems, processes, policy, regulations and coordination structures.
Topic:: Education, Students, Visa, and Internationalization
Political Geography:: South Asia and India

19. Chinese Military-Civil Fusion: Sino-Italian Research Cooperation

Author:: N. Lill
Publication Date:: 01-2023
Content Type:: Policy Brief
Institution:: International Centre for Defence and Security - ICDS
Abstract:: The Chinese government exploits foreign academic infrastructure and talent to build a world-class military. Although cooperation with China offers alluring investments, it risks research objectives being mandated by or from China and may result in unintended knowledge transfer in critical areas. Considering the extent of Chinese military-civil fusion, any collaboration—with military and non-military institutions alike—is likely to boost Chinese military capabilities. Utilising academic exchanges to further military ambitions is a coordinated and broad long-term strategy that has benefited from the West’s limited knowledge of Chinese institutions and their links to the military. To repurpose a quote by Nelson Mandela, “Education is the most powerful weapon which you can use to change the world.” And for now, that weapon is handed out without deep consideration or proper regulation.
Topic:: Education, International Cooperation, Research, and Civil-Military Relations
Political Geography:: China, Europe, Asia, and Italy

20. The Chinese Communist Party’s Campaign on University Campuses

Author:: Ellen Bork
Publication Date:: 06-2023
Content Type:: Policy Brief
Institution:: Hudson Institute
Abstract:: The People’s Republic of China (PRC)’s influence activities at American universities have received considerable scrutiny from the US government, Congress, and media over the past several years. Many of them operate under the auspices of its united front, a loose network of entities for which there is no American equivalent.1 The united front is a Leninist concept the Chinese Communist Party (CCP) adopted from the Soviet Union in the earliest phase of the party’s development. United front activities “control, mobilize, and otherwise make use of individuals outside the party to achieve its objectives . . . domestically and internationally.”2 In recent years, General Secretary Xi Jinping has reinvigorated the united front, drawn it more tightly under his control, and directed it to serve an ambitious agenda to project Chinese power globally and undermine liberal democratic norms. China’s influence activities are part of the country’s subnational united front agenda, which targets not only universities but also state and local governments, private businesses, and civic organizations, in line with Mao Zedong’s directive to “target local entities in order to weaken the national core.” Some of China’s united front efforts, including Confucius Institutes and Chinese Student and Scholar Associations, have experienced declines and exposure. This is not as significant as it might seem. The CCP has a record of responding to united front failures by regrouping and doubling down. US intelligence agencies have warned that China is intensifying influence efforts at the subnational level. Several factors complicate America’s ability to respond effectively to China’s united front activities at American universities. Under America’s federal system, states, cities, and educational and civic institutions have no responsibility for and little experience in defending against national security threats. For much of its relationship with the PRC, the US minimized the fundamental differences between the US democratic and Chinese communist political systems. American leaders encouraged not only trade and investment but also participation in activities that served the PRC’s political, ideological, and other agendas. Furthermore, Washington largely accepted the CCP’s conflation of itself with China and the Chinese people, enabling it to cast its critics—including those in the US and elsewhere in the West—as “anti-China,” xenophobic, or racist. The Trump administration began countering united front activities, including by educating the American public, state and local officials, and university administrators about the threat they pose. Despite the bipartisan consensus on China that has emerged in recent years, the Biden administration has not maintained the same priority on countering united front efforts.
Topic:: Defense Policy, Education, National Security, and Chinese Communist Party (CCP)
Political Geography:: China, Asia, North America, and United States of America

21. Towards an Intersectional Feminist Development Policy for Germany

Author:: Aïssa Boodhoo and Damjan Denkovski
Publication Date:: 06-2023
Content Type:: Special Report
Institution:: Centre for Feminist Foreign Policy
Abstract:: In the development of Germany’s Feminist Development Policy Strategy, the Federal Ministry for Economic Cooperation and Development (BMZ) conducted a consultative process which included online consultations, a high-level conference, and civil society dialogues. While the broadest consultative process by the German government to date, the BMZ process had limitations in terms of Global South participation and language accessibility. To complement the official BMZ-led process, the Centre for Feminist Foreign Policy (CFFP) initiated a comprehensive co-creation process involving diverse feminist civil society organisations from the Global South, Germany, and other Global North countries. Guided by position papers from various perspectives, desk research, and interviews, the CFFP feminist convenings process involved over 100 feminists from diverse backgrounds, spanned over 25 countries, provided compensation to small and Global South organisations, and incorporated intersectional perspectives. The process consisted of in-person and online convenings held in multiple languages, ensuring broad accessibility. This report is a summary of the rich discussions and recommendations of feminists. It aims to influence policymakers and initiate action in shaping Germany's Feminist Development Policy. This report opens by discussing five action areas in chapter 1, which serve as comprehensive guidelines for immediate transformative action across policy areas. The second chapter discusses feminist reflections in six thematic areas: economic justice, climate justice, food sovereignty and agriculture, sexual and reproductive health and rights, protecting minority rights, and education.
Topic:: Foreign Policy, Agriculture, Climate Change, Development, Economics, Education, Minorities, Partnerships, Feminism, Reproductive Rights, Digitalization, Funding, and Food Sovereignty
Political Geography:: Germany and Global Focus

22. Teacher Attrition: Why do Public Teachers Leave?

Author:: Yangchen C. Rinzin
Publication Date:: 10-2023
Content Type:: Journal Article
Journal:: Journal of Bhutan Studies
Institution:: Centre for Bhutan & GNH Studies (CBS)
Abstract:: In last six years, more than 300 Bhutanese public teachers left the profession annually on average. Teacher attrition has often been assumed as leaving the profession for better opportunities. Teachers leaving jobs has been discussed several times but never tried to understand the factors leading to attrition. This study explores the possible factors leading to teacher attrition from former teachers’ perspectives, who left the profession voluntarily. The study also aims to get views on what could be the ultimate solution to keep teachers in the field. A mix mode method of qualitative and quantitative research was adopted. A quantitative method was used with the objective to get the true perspectives from respondents regarding teacher attrition. The study was conducted in Bhutan in December 2021. The study determined heavy workload, unsatisfied with the job, lack of career mobility, poor leadership, and poor working conditions were major reasons for attrition. Contradicting what many assumed salaries as a major reason, respondents responded otherwise. The paper concludes that until there is job motivation or better working conditions along with the good incentives or remunerations, a mere increase in the salary is not going to make teaching profession attractive.
Topic:: Education, Teachers, Schools, Professions, and Attrition
Political Geography:: Bhutan

23. Policy landscape 2023

Author:: Ben Zaranko, Jonathan Portes, Mike Brewer, Paul Cheshire, and Carole Willis
Publication Date:: 09-2023
Content Type:: Special Report
Institution:: UK in a Changing Europe, King's College London
Abstract:: What are the public policy challenges confronting the UK? What plans do the parties have for addressing them? To what extent are these plans fit for purpose? As Parliament returns from its summer recess, Full Fact and UK in a Changing Europe have partnered to produce a series of evidence led, research-based assessments of the key issues that politicians will confront. To do this, we brought together a group of leading experts from respected institutions including the Health Foundation, the Institute for Fiscal Studies, and the Royal United Services Institute. We asked each of them to consider, based on the findings of their own research, the challenges the country faces in their area of expertise, the immediate and longer-term issues politicians will need to address, and the potential implications of any choices they might make. We selected the issues based on the Ipsos issues index, and added security, defence and foreign affairs, which did not figure amongst the public’s priorities in July of this year. The intention of the collection is to inform and not persuade. Each article in this collection is the responsibility of its author.
Topic:: Climate Change, Education, Health, Politics, European Union, Economy, Brexit, Economic Growth, Public Policy, Fiscal Policy, Housing, and Standard of Living
Political Geography:: United Kingdom and Europe

24. Does the Skill Premium Influence Educational Decisions? Evidence from Viet Nam

Author:: Ian Coxhead and Nguyen Vuong
Publication Date:: 05-2023
Content Type:: Working Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: Viet Nam’s economy has grown and changed in dramatic ways since WTO accession in 2007. Much of the growth and change is due to expanded international trade and FDI. These in turn have greatly increased domestic labour demand. However, growth that exploits the country’s abundant supply of low-skill labour may depress the relative demand for skills. In this paper we ask whether the skill premium – the relative price of skills, which also measures the gross economic benefit to schooling at high school and beyond – plays an influential role in schooling decisions amongst teenagers for whom wage-work is an alternative to continued education. We first use event study methods to clarify trends in wages and skill premia. We then decompose influences on upper secondary school enrolments from income growth, demographic change, and skill premia. We find that the college skill premium has a positive influence on enrolments, whereas the premium from upper secondary completion has no significant effect. Our conclusions explore implications for future productivity growth as well as economic and educational policies.
Topic:: Education, Labor Issues, Human Capital, Productivity, Skills, and Competition
Political Geography:: Vietnam and Southeast Asia

25. Inequality in Chile: Perceptions and Patterns

Author:: Ignacia Lecaros, Daniela Paz Cruzat, Ricardo Pommer Muñoz, Pablo Tillan, and Michael Walton
Publication Date:: 09-2023
Content Type:: Working Paper
Institution:: The John F. Kennedy School of Government at Harvard University
Abstract:: Chile has pioneered many things: a market-oriented, “neoliberal” approach to development; an impressive transition from authoritarianism to democracy; innovations in social policy; and an extraordinary series of street protests between 2006 and 2019. While often lauded as a model of economic and social development, the protests reflect acute concerns over perceived failures in the Chilean political, economic and cultural system, concerns that were profoundly inflected with issues of inequality and lack of fairness. To inform this contrast, this paper undertakes a systematic assessment of the perceptions and perspectives of Chilean citizens, both in the context of the protests and in their broader expressed views in surveys. The core theme is that “the street was right”, in the specific sense that the protests reflected much wider sentiments across social classes over perceived inequities in economic advancement, social provisioning, and the undignified “treatment” by state actors and elites. The paper then compares these perceptions with some of the “objective” measures of inequality. While alternative measures indicate modest declines in some measures of inequality, Chile remains a very high inequality society, in relation to income, wealth, and education. These perceptions and patterns are central to Chile’s current development challenges, in ways that resonate with the position of many countries in today’s polarized environment. This is the first of two papers, with the sequel exploring the underlying drivers of inequality and implications for policy direction.
Topic:: Education, Health, Inequality, Protests, State, Perception, and Fairness
Political Geography:: South America and Chile

26. CCP Ideological Indoctrination, Part 1: The PRC’s New “Patriotic Education Law”

Author:: John Dotson
Publication Date:: 12-2023
Content Type:: Journal Article
Journal:: China Brief
Institution:: The Jamestown Foundation
Abstract:: On October 24, the People’s Republic of China (PRC) National People’s Congress (NPC) Standing Committee (全国人民代表大会常务委) officially codified the country’s existing initiatives for “patriotic education (PE; 爱国主义教育)” by promulgating the People’s Republic of China Patriotic Education Law (中华人民共和国爱国主义教育法). This mandates indoctrination in state-directed ideological content throughout all sectors of society (PRC Government, October 25). While CCP policy documents are always more important than formal PRC law, the Party-state does use formal laws passed by the National People’s Congress (全国人民代表大会) to codify and emphasize Party policies. This law appears to be no exception. [1] The unveiling of the new Patriotic Education Law has been accompanied by a campaign of predictably laudatory coverage in PRC state media. For example, the CCP mouthpiece People’s Daily ran a flowery editorial that quoted a professor from the China University of Political Science and Law as stating that “implementing the patriotic education law will enhance the daily practice of patriotic spirit” among the Chinese people. The editorial itself opined that the NPC had, “on the basis of the rule of law, promoted and guaranteed New Era patriotic education, inspiring the nation’s spirit, concentrating the people’s strength, advancing the building of a strong country [and] national revival with extremely significant and profound meaning” (People’s Daily, November 23). Such coverage has appeared alongside other official messaging emphasizing the need for enhanced focus on ideological instruction. For example, the mid-October issue of the CCP’s official journal Qiushi (求实) was a themed issue focused on ideology. It featured a lead article under Xi’s name titled “Open New Frontiers for the Sinicization and Modernization of Marxism.” It also included a list of articles on supporting themes, such as a Central Party School article titled “In the New Era and New Journey, Unceasingly Advance the Party’s Innovations in Theory” (Qiushi, October 16).
Topic:: Education, Law, Ideology, Political Parties, Chinese Communist Party (CCP), and Indoctrination
Political Geography:: China and Asia

27. Budget Brief: Pradhan Mantri Poshan Shakti Nirman

Author:: Avani Kapur, Sharad Pandey, and Madhur Sharma
Publication Date:: 02-2023
Content Type:: Policy Brief
Institution:: Centre for Policy Research, India
Abstract:: The National Programme of PM POSHAN, previously known as the National Scheme for Mid-Day Meals in schools (MDM), is a scheme to provide one hot cooked meal in government and government-aided schools, with an aim to improve the nutritional status of students. This brief reports on trends for PM POSHAN performance along the following parameters: ■ Past trends in allocations, releases, and utilisation; ■ Coverage and provision of meals to students; and ■ Management Information System (MIS) and Automated Monitoring System (AMS).
Topic:: Education, Budget, and Students
Political Geography:: South Asia and India

28. Colonel John Boyd's Thoughts on Disruption A Useful Effects Spiral from Uncertainty to Chaos

Author:: Brian R. Price
Publication Date:: 03-2023
Content Type:: Journal Article
Journal:: Journal of Advanced Military Studies
Institution:: Marine Corps University Press, National Defense University
Abstract:: A close examination of John R. Boyd’s concept of disruption as recorded in his 1987 presentation, “An Organic Design for Command and Control.” This article draws attention to a series of disruptive actions Boyd lists, including uncertainty, doubt, mistrust, confusion, disorder, fear, panic, and chaos, noting that the list begins with the mildest effect but that it progresses regularly toward collapse and chaos. The author argues that Boyd was specific in listing these effects in order and notes that this cycle could be developed into a useful effects spiral, which, once understood, can be catalyzed to enhance enemy disruption in a Joint all-domain operations (JADO) environment. In the postscript, this article argues that officers seeking to operate in a multi- or all-domain environment can benefit from a broad educational base to unlock creativity in approaching wicked problem sets. This creativity, when coupled with concepts like the effects spiral, can enhance traditional maneuver and combat, triggering an opponent’s collapse without the need for annihilation.
Topic:: Education, Military Affairs, Psychological Warfare, and Uncertainty
Political Geography:: Global Focus

29. Libyan Youth in Limbo: Coming of Age in Conflict

Author:: Asma Khalifa
Publication Date:: 02-2022
Content Type:: Research Paper
Institution:: Arab Reform Initiative (ARI)
Abstract:: This study seeks to understand how the transition to adulthood for Libyan youth has been impacted by the context of the past 10 years in conflict. Through in-depth qualitative research carried out with 75 Libyan youth in 2020-2021, the study explores decision-making processes and the types of opportunities and constraints that youth face in terms of education and livelihood, the impact of war on their political beliefs and participation, their understandings of peace and security, and the ways in which war has changed gender norms and relations. The study finds that 2014 represents the pivotal year in terms of their personal trajectories, their critical understandings of dynamics of war and peace, and their own personal sense of wellbeing and hope for the future. With regards to livelihood and employment paths, youth trajectories reveal a complicated dynamic, where opportunities come at a price or with consequences that are counterproductive. On one hand, the conflict in Libya has dismantled old repressive structures, and in the absence of that, there are chances of more independent and ingenious efforts to improve livelihoods. For nearly all participants, for example, the preferred choice of study actually expanded as a result of the opening of society and the political sphere in 2011. Likewise, dynamics of necessity since 2011 have seen the emergence of a new culture for entrepreneurship that is innovative and resilient. Yet at the same time, the destruction of war means that education pathways have been cut short and that the infrastructure needed to make entrepreneurship sustainable for young people, such as a strong financial system and operating legal framework, does not exist. In regards to political beliefs and participation, many youth attest that the 2011 uprising served as a political awakening of sorts, creating new interest in politics and political processes. However, the descent into war has had an almost universally negative impact on their view towards politics and politicians. Deep distrust in politics and a widespread belief in the systemic depths of corruption translates to pervasive apathy for formal political processes and participation. Yet at the same time, Libyan youth who have come into adulthood in a context of conflict have nuanced views regarding how peace can be constructed and the responsibilities required for this peacebuilding process at different levels. This includes the necessity of rehabilitation and the promotion of tolerance, respect for differences, and values of coexistence – all of which must be carried out both by the State, but also critically by communities themselves. For peace to truly exist, though, youth insist on the necessity for justice as a prerequisite. With regards to social relations and gender norms, the conflict has had a dualistic impact on both challenging and reinforcing traditional tropes of masculinity and femininity. Because of extreme loss of economic wellbeing, women youth have found themselves in new jobs, with new responsibilities, and in new public spaces that sometimes break away from traditional gender norms. Yet at the same time, the conflict has also reinforced norms regarding masculinity and the role of men in the family and society. As a result, while youth participating in this study do acknowledge profound shifts in the gender roles and gender relations, the extent to which this is viewed as something positive to be maintained in the post-conflict period is much less certain. Overall, the study finds that youth, facing important psychological trauma and in a perpetual state of uncertainty and instability, have little hope for the future and little ability to plan for their lives. The most reliable strategy they have adopted is that of flexibility and adaptability, with most viewing life outside of Libya as the only real option for the future. In other words, young people are seeking to build their lives elsewhere. Their lack of trust in politics and in the ability that they have to effect change means that core issues related to the resolving conflict and building peace, such as economic and political reform, will continue to be a problem without the younger generation taking active part in contributing to rebuilding of the country. This new generation no longer has the mentality of relying only on the State, but believes instead on pursuing good educational and work opportunities that are more personally fulfilling. They are also acutely aware of the extremely difficult environment in which they try to study or work in, as well as the lack of a broader context that can support them. For youth in Libya today, the pervasive feeling is that they are not safe and cannot set deep roots for fear everything will collapse.
Topic:: Security, Education, Youth, Conflict, and Peace
Political Geography:: Africa and Libya

30. A New History for a New Turkey: What a 12th-grade textbook has to say about Turkey’s future

Author:: Nicholas Danforth
Publication Date:: 05-2022
Content Type:: Working Paper
Institution:: Hellenic Foundation for European and Foreign Policy (ELIAMEP)
Abstract:: Contemporary Turkish and World History synthesizes Turkey’s rival political traditions into a coherent anti-imperialist narrative. It presents the military, economic and cultural struggle for a fully independent Turkey as the driving force in the country’s 20th century history. In this account, both Turkey’s much-touted drone program and ambivalence toward NATO appear as the natural culmination of long-running trends.
Topic:: NATO, Education, History, Drones, and Textbook
Political Geography:: Turkey and Middle East

31. Applying an intergenerational mindset to European technology investments

Author:: Fabian Zuleeg
Publication Date:: 11-2022
Content Type:: Working Paper
Institution:: European Policy Centre (EPC)
Abstract:: Russia’s war of aggression in Ukraine and the upcoming winter of discontent have accelerated the permacrisis, with serious consequences, not just in the short term, but also for Europe’s future. If the EU proves unable to work together and address today’s strategic challenges, member states risk leaving future generations with a Europe that is economically, politically, and socially fragmented and constrained. But this is not the moment for defeatism. Rather, the EU should adopt an intergenerational approach across all policy areas, asking: how will our reactions to today’s severe challenges affect future generations? This should include a common investment strategy: to counter our common societal challenges and crises, the EU should invest in technology and education, increasing Europe’s human and intellectual capital. However, despite technology’s prominence in the EU political agenda, the Union still struggles to make decisive steps to achieve global leadership in many areas. This Discussion Paper argues that the EU should have access to and control over new technologies to guarantee that these “public goods” are, at least in part, in common ownership. Taking equity stakes in technology should be at the heart of the European Sovereignty Fund, announced by Ursula von der Leyen in her 2022 State of the Union speech. Additionally, member states should work together to create a better environment for future private investment by harnessing the power of the Single Market and completing the Capital Markets Union. By adopting this intergenerational mindset, the EU can start the process of building technological wealth which will be accessible to everyone and help tackle Europe’s fundamental challenges. This new investment strategy will offer hope and ensure that the EU can provide peace, prosperity, and sustainability for the current and, more importantly, future generations.
Topic:: Education, Science and Technology, European Union, Investment, and Russia-Ukraine War
Political Geography:: Russia, Europe, and Ukraine

32. Finding Firmer Ground: The Role of Higher Education in U.S.-China Relations

Author:: Yawei Liu and Michael Cerny
Publication Date:: 04-2022
Content Type:: Special Report
Institution:: The Carter Center
Abstract:: This annual report is the third issue of the Carter Center’s Finding Firmer Ground series on U.S.-China Relations. This series is published by the Carter Center’s China Focus with generous support from the Ford Foundation and other organizations.
Topic:: Education, Bilateral Relations, Higher Education, and Rivalry
Political Geography:: China, Asia, North America, and United States of America

33. So Old and Yet So New: Buddhist Education and the Monastic Curriculum in Contemporary Bhutan

Author:: Dorji Gyeltshen and Manuel Lopez
Publication Date:: 03-2022
Content Type:: Journal Article
Journal:: Journal of Bhutan Studies
Institution:: Centre for Bhutan & GNH Studies (CBS)
Abstract:: The emergence of a modern secular educational system in Bhutan in the 1960s forced the monastic institutions in the country to adapt and change to the new social, political and educational landscape. This article explores the transformation and changes to monastic education in Bhutan during the second half of the 20th century and the early 21st century, with a particular focus on the introduction of a new monastic curriculum in the 1980s and the rise of the Shedra (Tib. bshad grwa) or monastic college as the central religious educational institution in contemporary Bhutan. The article is based on research that took place during the summers of 2018 and 2019, where the authors visited dozens of monasteries, collected various curricula, and talked to monks and officials all over the country. We argue that Bhutan is in the midst of a new transformational period in which Buddhist education and the monastic curriculum are being revitalized through a series of innovations and changes that have to do as much with a dialogue with secular education as with the impact of other factors: the influence of transnational Buddhist movements and ideas, the introduction of the commentarial curriculum from Tibetan monasteries in India, and the loss of political power after the introduction of the Bhutanese constitution in 2008, among others. The result is a monastic curriculum that asserts specific Bhutanese sectarian and national identity, and introduces a religious education that is transforming monastic life and education in ways that we are only beginning to see.
Topic:: Education, Religion, Buddhism, and Curriculum
Political Geography:: South Asia, India, Tibet, and Bhutan

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. Elementary education in India versus China: Guidelines for NEP implementation

Author:: Naveen Kumar and Vinitha Varghese
Publication Date:: 06-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper documents the state of elementary education in India and China since the 1960s, key lessons for India from China’s shift in focus from ‘quantity’ to ‘quality’, and evidencebased guidelines for effective implementation of India’s New Education Policy 2020 (NEP 2020). The divergent policy focus has led to differential trajectories for elementary education in the two emerging economies, with China being decades ahead in improving literacy rates. China’s adoption of the New Curriculum Reform 20 years before India’s NEP 2020 has put China on the path to achieving equitable development of ‘quality’ compulsory schooling. India’s NEP 2020 has components that have the potential to improve quality, equity, and efficiency of the education system. This paper makes the following recommendations for effective implementation of some of the NEP 2020 components: (1) an additional worker should be recruited at every preschool centre; (2) more resources should be allocated towards implementation, evaluation, and needed recalibration of the management of school clusters; (3) teacher recruitment, training, and rewards should be revamped; (4) standardized tests should be protected from data corruption, fudging, or grade inflation; and (5) a national-level road map and regular evaluations have to be introduced to ensure participation of socio-economically disadvantaged groups in education.
Topic:: Education, Literacy, and Schools
Political Geography:: China, South Asia, India, and Asia

45. Is economic development affected by the leaders’ education levels?

Author:: Chandan Jain, Shagun Kashyap, Rahul Lahoti, and Soham Sahoo
Publication Date:: 06-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: Although formal education is often considered an indicator of political leaders’ quality, the evidence on the effectiveness of educated leaders is mixed. Besides, minimum education qualifications are increasingly being used as requirements for contesting elections, making it critical to understand the role of politicians’ education in their performance. We investigate the impact of electing an educated politician on economic development in the politician’s constituency in India. We use constituency-level panel data on the intensity of night-time lights to measure economic activity. Our identification strategy is based on a regression discontinuity design that exploits quasirandom outcomes of close elections between educated and less-educated politicians. We find that narrowly electing a graduate leader, as compared to a non-graduate leader, in the state assembly constituency increases the growth rate of night-time lights by about three percentage points in the constituency. As pathways, we find that graduate leaders improve the provision of roads, electricity, and power; however, they do not significantly impact the overall provision of public goods. In comparison with findings from other studies in the literature, our result suggests that the impact of formal education of the leader is weaker than the leader’s other characteristics, such as gender or criminality.
Topic:: Education, Politics, Elections, and Leadership
Political Geography:: South Asia and India

46. Labour market effects of digital matching platforms: Experimental evidence from sub-Saharan Africa

Author:: Sam Jones and Kunal Sen
Publication Date:: 06-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: Can digital labour market platforms reduce search frictions in either formal or informal labour markets? We study this question using a randomized experiment embedded in a tracer study of the work transitions of graduates from technical and vocational colleges in Mozambique. We implement an encouragement design, inviting graduates by SMS to join one of two local digital platforms: Biscate, a site to find freelancers for informal manual tasks; and Emprego, a conventional formal jobs website. In contrast to positive estimates of the contribution of both platforms to job outcomes from naïve (per-treatment) estimates, both intent-to-treat and complier average treatment effects are consistently zero in the full sample, while the impact on life satisfaction is negative. However, use of the informal jobs platform leads to better work outcomes for women, especially those with manual qualifications, for whom earnings rise by over 50 per cent.
Topic:: Education, Labor Issues, Digital Economy, and Unemployment
Political Geography:: Africa and Mozambique

47. Impact of teacher content knowledge on student achievement in a low-income country

Author:: Anna Holvio
Publication Date:: 03-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper estimates the causal impact of teacher content knowledge on student achievement in Mozambique, a low-income country where a large share of fourth-graders fail to meet the minimum requirements of literacy and numeracy. I use nationally representative data from the Service Delivery Indicator survey, and exploit within-student across-subject variation in a sample of students taught by the same teacher in maths and Portuguese, thus circumventing bias caused by unobserved student and teacher heterogeneity. I find that, on average, teacher content knowledge does not have an impact on student achievement. However, the impact varies significantly by student’s first language, urban or rural location of the school, and the match of students and teachers in their knowledge.
Topic:: Education, Literacy, and Teachers
Political Geography:: Africa and Mozambique

48. Affirmative action: meaning, intentions, and impacts in the big picture

Author:: Satu Kuitunen
Publication Date:: 03-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper provides a broad overview of the meaning of affirmative action and its intended and unintended impacts. The paper is a literature review and does not make any arguments specifically for or against affirmative action but describes the broad arguments and findings in the existing literature. Central to the definition of affirmative action is its proactive nature in rectifying horizontal inequalities and historical wrongdoing. Motivations can be ethical, economic, or political. The designation criteria and the scope of affirmative action also vary across countries, which affects how its effectiveness and value are measured. Affirmative action can have positive intended impacts as well as adverse unintended impacts, and the jury is still out on its overall effectiveness. Affirmative action has also been implemented on the grounds of conflict management, but the results have been mixed, and the evidence of affirmative action as a conflict management tool is limited.
Topic:: Education, Inequality, Literature Review, and Affirmative Action
Political Geography:: Global Focus

49. MIT X TAU Series: Africa’s Innovation in Education

Publication Date:: 03-2022
Content Type:: Video
Institution:: MIT Center for International Studies
Abstract:: The first webinar in a seven-part series focused on various aspects of sustainable development in Africa.
Topic:: Development, Education, Governance, Innovation, and Sustainability
Political Geography:: Africa

50. Managing for Motivation as Public Performance Improvement Strategy in Education & Far Beyond

Author:: Dan Honig
Publication Date:: 03-2022
Content Type:: Working Paper
Institution:: The John F. Kennedy School of Government at Harvard University
Abstract:: People management has an important role to play in improving public agency performance. This paper argues that a ‘Route Y’ managerial approach focused on supporting the empowered exercise of employee judgment will in many circumstances prove superior to conventional reform approaches steeped in ‘Route X’ monitoring and incentives. Returns to Route Y are greater when employees are or can become more “mission motivated” – that is, aligned with the goals of the agency in the absence of monitoring and extrinsic incentives. Returns to Route Y are also greater when monitoring is incomplete or otherwise likely to unproductively distort effort, thus lowering the returns to using performance-linked rewards and penalties. I argue that education systems are one (but far from the only) setting where Route Y is a lever worth focusing on in efforts to improve public performance in the developed and developing world alike.
Topic:: Development, Education, Public Policy, Performance Evaluation, and Project Management
Political Geography:: Global Focus

51. Getting Real about Unknowns in Complex Policy Work

Author:: Matt Andrews
Publication Date:: 02-2022
Content Type:: Working Paper
Institution:: The John F. Kennedy School of Government at Harvard University
Abstract:: As with all public policy work, education policies are demanding. Policy workers need to ‘know’ a lot—about the problems they are addressing, the people who need to be engaged, the promises they can make in response, the context they are working in, and the processes they will follow to implement. Most policy workers answer questions about such issues within the structures of plan and control processes used to devise budgets and projects. These structures limit their knowledge gathering, organization and sense-making activities to up-front planning activities, and even though sophisticated tools like Theories of Change suggest planners ‘know’ all that is needed for policy success, they often do not. Policies are often fraught with ‘unknowns’ that cannot be captured in passive planning processes and thus repeatedly undermine even the best laid plans. Through a novel strategy that asks how much one knows about the answers to 25 essential policy questions, and an application to recent education policy interventions in Mozambique, this paper shows that it is possible to get real about unknowns in policy work. Just recognizing these unknowns exist—and understanding why they do and what kind of challenge they pose to policy workers—can help promote a more modest and realistic approach to doing complex policy work.
Topic:: Education, Government, and Public Policy
Political Geography:: Africa and Mozambique

52. Restarting Educational Exchanges with China after the Cultural Revolution

Author:: John C. Thomson
Publication Date:: 08-2022
Content Type:: Journal Article
Journal:: American Diplomacy
Institution:: American Diplomacy
Abstract:: When I arrived in Beijing in June 1978, foreign diplomats were forbidden to visit any schools or universities and they had minimal contact with government organizations. Although both the U.S. and China were interested in resuming academic exchanges, the obstacles were daunting. I was assigned to the U.S. Liaison Office (USLO), an unofficial organization representing U.S interests in the People’s Republic of China (PRC) in the absence of an official embassy. After establishment of formal diplomatic relations between the two countries in January 1979, I became part of the newly opened U.S. embassy in China, the successor to the Liaison Office. I am pleased to have worked directly on the restoration of U.S.-PRC educational exchanges after a hiatus of 30 years that followed the communist take-over in 1949.
Topic:: Foreign Policy, Diplomacy, Education, Foreign Exchange, and Cultural Revolution
Political Geography:: China, Asia, and United States of America

53. Education as an Opportunity for Integration: Assessing Colombia, Peru, and Chile's Educational Responses to the Venezuelan Migration Crisis

Author:: Katharine Summers, Jessica Crist, and Bernhard Streitwieser
Publication Date:: 03-2022
Content Type:: Journal Article
Journal:: Journal on Migration and Human Security
Institution:: Center for Migration Studies of New York
Abstract:: With over 5 million Venezuelans fleeing their home country, Latin America is facing the largest migration crisis in its history. Colombia, Peru, and Chile host the largest numbers of Venezuelan migrants in the region. Each country has responded differently to the crisis in terms of the provision of education. Venezuelan migrants attempting to enter the primary, secondary, and higher education systems encounter a variety of barriers, from struggles with documentation to limited availability of spaces in schools to cultural barriers and xenophobia. This paper examines the distinct educational policy responses to Venezuelan migrants in Colombia, Peru, and Chile. It begins by contextualizing the current crisis through a sociopolitical and economic analysis of the origins of the Venezuelan migration phenomenon. Venezuelans are not officially and legally recognized as refugees by the UNHCR. Refugee status is considered on a case-by-case basis at the country level. The regional coordinating bodies tasked with promoting safe, orderly, and legal migration of Venezuelans to host countries have given uneven attention to education. This paper examines each country’s response to Venezuelan migrants from a human rights perspective. It provides sociopolitical context and discusses the specific educational offerings from the primary to tertiary levels in Colombia, Peru, and Chile. It considers alternative or flexible education models, second shift schools, access to school transportation and feeding programs, and teacher training opportunities that cater to the growing migrant population. It explores barriers to entry into the educational system, including documentation challenges due to legal and enrollment requirements, constraints on the host countries’ education systems, and discrimination due to lack of intercultural training and xenophobia. It also discusses challenges related to the quality of the educational opportunities for Venezuelan migrant children, and the specific needs of these children. This paper considers several ideas to protect Venezuelan migrants’ rights to an education and to strengthen their integration. Finally, it offers recommendations on sustainable education solutions for Venezuelan migrants at all levels in the three countries. These recommendations include improving information sharing, addressing structural bottlenecks to school enrollment, and expanding pathways (existing and complementary) to higher education.
Topic:: Education, Migration, and Humanitarian Crisis
Political Geography:: South America and Venezuela

54. Role of Demographic Factors in Children’s Language Acquisition at Middle Level: A South Asian Countries’ Survey Study

Author:: Sana Nazir Ahmed, Mehwish Liaqat, Rabia Aslam, and Muhammad Suhaib Karamat
Publication Date:: 07-2022
Content Type:: Journal Article
Journal:: South Asian Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: Language is one of the most complex abilities, especially teaching in a formal learning environment and demography may help to comprehend social and economic issues and find viable answers. It engages in market research, labor market analysis, insurance forecasting, economic development, and social planning. People in South Asian countries work for private and public institutions at local, regional, national, and international levels. This research deals with the language learning of child acquisition and its influence on demographic elements, and the most crucial element in this discussion is the various implications on South Asia countries and the results of a research study conducted among private and government students (N=500) who are studying in different Muslim and nonMuslims schools of Lahore, Pakistan. This study investigates the effect of demographic factors on children's language acquisition at the middle level all over Asian countries. The researchers developed a questionnaire that contained 40 items, 37 are close-ended and 3 are open-ended. Quantitative and descriptive statistics with SPSS software are employed to investigate the effect of all demographic factors on the language learning process of children. The results indicate the pertinent findings against each major construct/theme such as age, gender, parents' (income, status, education, background, and occupation), social and economic context, rural and urban society, and cultural influence. It also shows that each factor has a deep influence on language acquisition among middle-level students, and Asian countries are affected a lot. This study investigates the short- and long-term effects of demographic variables on the language acquisition of South Asian children.
Topic:: Demographics, Education, Children, Language, and Students
Political Geography:: Pakistan and South Asia

55. Beyond the ‘Tissue of Clichés’?: The Purposes of the Fulbright Programme and New Pathways of Analysis

Author:: Giles Scott-Smith
Publication Date:: 07-2022
Content Type:: Journal Article
Journal:: All Azimuth: A Journal of Foreign Policy and Peace
Institution:: Centre for Feminist Foreign Policy
Abstract:: This article critically explores some of the evaluative perspectives and models developed by social science scholars in order to further critical thinking on the function of exchange programmes, and particularly Fulbright, within international relations. It takes the concept of ‘educational exchange’ to mean the movement of individuals or groups between nations for the purpose of training of some kind, ranging from high school visits to professional skills. The Fulbright programme covers both student and scholar exchange and has the added element that academics are moving also to teach, taking their expertise with them. While there are many studies of bilateral exchange programmes, there is more to explore in terms of the function of educational exchange as a vector of transfer (be it of knowledge, material, people, or all three) in transnational or international history. The article first surveys the literature on the Fulbright programme to assess how its purposes in international relations have been presented. It then explores potentially innovative ways to conceptualise exchanges in international and transnational interactions: ‘geographies of exchange,’ ‘brain circulation,’ ‘centres of calculation,’ ‘enlightened nationalism,’ and ‘parapublics’.
Topic:: Education, Foreign Exchange, Fulbright Foundation, and Knowledge Transfer
Political Geography:: Global Focus

56. Israel & Palestine: Hot topics in Congress

Author:: Alistair Taylor, Khaled Elgindy, and Lara Friedman
Publication Date:: 04-2022
Content Type:: Video
Institution:: Middle East Institute (MEI)
Abstract:: Host Alistair Taylor speaks with Khaled Elgindy and Lara Friedman about the release of their recently completed 2022 congressional briefing series on Israel and Palestine: Hot topics in Congress. The eight-part webinar series features an array of Palestinian and Israeli voices, weighing in on some of the most pressing and timely Israel/Palestine-related topics in Congress. Recordings of all eight sessions of the congressional briefing series can be found on the MEI and FMEP websites at www.mei.edu and www.fmep.org.
Topic:: Education, Government, and Conflict
Political Geography:: Ukraine, Middle East, Israel, Palestine, and United States of America

57. China’s international higher education environment: change and stasis

Author:: The University of Sydney China Studies Centre
Publication Date:: 08-2022
Content Type:: Policy Brief
Institution:: China Studies Centre, The University of Sydney
Abstract:: It seems that China’s international higher education environment may be changing. This roundtable discussion focuses on the following 4 topics: 1. Several of China’s leading universities have announced their withdrawal from international ranking schemes. How do more China-focussed measures of performance feed into the push for world-class universities. 2. There seems to be a push to discourage Chinese students from going overseas for international education opportunities, as for example in the postponement of US placement exams and continuing concerns about Covid-19 pandemic control. Is this likely to continue, and if so for how long and under what conditions 3. What are the prospects for recruitment of Chinese students to Australian universities. 4. What are the prospects for China’s international cooperation in higher education, both in research and in delivery of joint venture programs and institutions in China. The discussion was chaired and moderated by Anthony Welch of Sydney School of Education and Social Work, the University of Sydney, and the speakers include academic managers and leaders, academics with an interest in international higher education (China’s and more generally), and those with experience of joint venture higher education institutions.
Topic:: Education, Higher Education, COVID-19, and Study Abroad
Political Geography:: China and Asia

58. Policy Papers by Women of Color: Young Ambassadors Journal of Global Affairs

Author:: Shanel Wilson, Kyla Denwood, Mari Faines, Alonna Williams, and Mia Veal
Publication Date:: 04-2022
Content Type:: Policy Brief
Institution:: Women of Color Advancing Peace, Security and Conflict Transformation (WCAPS)
Abstract:: The WCAPS Young Ambassadors Board presents to you the premiere version of the Young Ambassadors Journal of Global Affairs. The culmination of these five policy recommendations written by women of color covers a variety of issue areas that are relevant and researched and most importantly the passion areas for our members. These women are emerging experts and professionals in their fields of international development, national security, peace, and technology. Their contributions are representative of the areas of the world they want to improve and fortify the skills to do just that.
Topic:: Education, Foreign Exchange, Law Enforcement, Food Security, Internet, Police, Militarization, and Suburbanization
Political Geography:: Africa, Latin America, Nicaragua, North America, and United States of America

59. Preparing youth for defence: Socialisation, education, and training of young people in Europe for national security

Author:: Ilona Urych and Grzegorz Matysiak
Publication Date:: 06-2022
Content Type:: Journal Article
Journal:: Security and Defence Quarterly
Institution:: War Studies University
Abstract:: This article compares military and defence-oriented training, education, and socialisation in seven European countries—Sweden, Germany, France, Latvia, Lithuania, Estonia, and Poland. The comparative case study approach has been employed to identify the systemic solutions employed in the defence education of young people in those European Union countries. The criteria that have guided the analysis of defence education in each country include purpose, characteristics, duration and possible shortcomings. The results identify common content and alternative delivery patterns and establish a research agenda for further study based on gaps in policy knowledge and programme evaluation. The defence education solutions implemented in each of the countries under analysis lead to conclusions and recommendations regarding the need to create common solutions in the area of cooperation between the armed forces and the civilian population of EU countries. The experience of each country shed light not only on defence-oriented training of young people but also on the potential of various activities aimed at strengthening national security.
Topic:: Education, National Security, European Union, Youth, Socialization, and Military
Political Geography:: Europe

60. Universal Preschool: Lawmakers Should Approach with Caution

Author:: Colleen Hroncich
Publication Date:: 03-2022
Content Type:: Policy Brief
Institution:: The Cato Institute
Abstract:: Children are not widgets. What works well for one may not work for another. That is why education is not a one‐size‐fits‐all endeavor. When looking at preschool or K–12 education, having a diversity of options is essential.
Topic:: Education, Children, Legislation, Preschool, and Schools
Political Geography:: North America and United States of America

61. Spring 2022 Snapshot on International Educational Exchange

Author:: Mirka Martel and Julie Baer
Publication Date:: 06-2022
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The Spring 2022 Snapshot on International Educational Exchange continues the commitment of the Institute of International Education (IIE) to map the effects of key current events, especially the COVID-19 pandemic, on international educational exchange to and from the United States. Since 2005, we have released the Fall International Student Enrollment Snapshot to understand the most up-to-date enrollment trends at the start of each academic year.i Since early 2020, we have released four COVID-19 Snapshot Reports to map the effects of COVID-19 on U.S. colleges and universities.ii This Spring Snapshot builds on both sets of snapshot surveys while expanding our analysis in the COVID-19 series to include other emerging trends affecting student mobility. In the spring of 2022, most U.S. colleges and universities continue to rebound from the effects of the COVID-19 pandemic. With increasing levels of international student and faculty mobility, our report analyzes the effects of this reopening on international students studying at U.S. institutions and U.S. students traveling abroad. In addition to COVID-19 effects, we include a special section on the Ukraine crisis and U.S. institutions’ support to international students from Ukraine and Russia, as well as the realities of university partnerships with higher education institutions in the region. The Ukraine crisis, and its effect on international students and universities worldwide, remind us of the significant impact that conflict can have on international education. The four sections of the report present data from 559 U.S. higher education institutions and analyze (1) international students studying at U.S. institutions in spring 2022 and application and selection processes for prospective students, (2) the effects of the Ukraine crisis on international student mobility and university partnerships, (3) the prospects of international students on U.S. campuses in fall 2022 and their mode of study, and (4) realities of U.S. study abroad in spring 2022 and academic year 2022/23.
Topic:: Education, Higher Education, COVID-19, and International Exchange
Political Geography:: Global Focus and United States of America

62. Consolidation, Contestation and Convergence: Revisiting American Influence on the Development of Philippine Social Sciences

Author:: Enrique Nino Leviste
Publication Date:: 06-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: Dr. Enrique Nino P. Leviste, Associate Professor, Department of Sociology and Anthropology, Ateneo de Manila University explains that "the emergence of specialized social science disciplines came about with the establishment of academic departments in the early American colonial period, circa 1900."
Topic:: Development, Education, and Social Science
Political Geography:: Philippines, North America, Asia-Pacific, and United States of America

63. Examining Philippine-US Cooperation Amid the Covid-19 Pandemic: Setting a Broader Agenda for Educating Filipino Children and Youth

Author:: Glenda Lopez Wui
Publication Date:: 06-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: Dr. Ma. Glenda Lopez Wui, Assistant Professor, Department of Sociology and Anthropology, Ateneo de Manila University, explains that “[t]he US Government has been providing support to the Philippines to mitigate the impact of the pandemic on Filipino students,” including providing nearly $3 million in funds and equipment to support education delivery.
Topic:: Education, Bilateral Relations, COVID-19, and Cooperation
Political Geography:: Philippines, North America, Asia-Pacific, and United States of America

64. The Challenging Factors Affecting Women Entrepreneurial Activities

Author:: Rimsha Khalid, Mohsin Raza, Anusara Sawangchai, and Chanyanan Somtawinpongsai
Publication Date:: 02-2022
Content Type:: Journal Article
Journal:: Journal of Liberty and International Affairs
Institution:: Institute for Research and European Studies (IRES)
Abstract:: The purpose of this study is to investigate the factors such as access to finance, legal constraints, and entrepreneurial skill on women's participation in business activities. The mediating effects of self-leadership were also established as an influence on women's participation in business activities. Moreover, the study examined the moderating effect of education among self-leadership and participation of women in entrepreneurial activities. The study selected a quantitative method and structured questionnaire for the data collection. The study found a significant relationship of the effect of access to finance, legal constraints, and entrepreneurial skill with women's participation in entrepreneurial activities. Moreover, the study found a significant mediating effect of self-leadership between factors and women's participation in entrepreneurial activities as well as a significant moderating effect of education between self-leadership and participation of women in entrepreneurial activities. The study suggests that the government and other institutions should take the initiative in women's entrepreneurship that affects women's self-leadership skills. The policymakers should pay attention to the financial concerns of women in business activities.
Topic:: Education, Women, Entrepreneurship, Legal Sector, and Gender
Political Geography:: Global Focus

65. Finding Common Ground: Intercultural Dialogue Among Youth in North Macedonia

Publication Date:: 03-2022
Content Type:: Video
Institution:: The Harriman Institute
Abstract:: Marija Krstevska will discuss her trajectory as a girl raised in a mono-ethnic environment to a young advocate for intercultural acceptance. She is the Secretary General of the Center for Intercultural Dialogue, a youth organization in Kumanovo, North Macedonia. Through that organization, she has created learning opportunities within non-formal education for diverse groups of learners, advocated for direct involvement in community decision-making, and supported youth participation through inclusive policies. She will discuss the importance of active citizenship, capacity building, and non-formal education in fostering intercultural dialogue among youth.
Topic:: Education, Culture, Youth, Activism, and Gender
Political Geography:: Europe and North Macedonia

66. How Transnational Education Transforms Privilege

Author:: Yingyi Ma and Yao Lu
Publication Date:: 03-2022
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: This study examines two cohorts of Chinese international students studying in the U.S. whose privilege is challenged and sometimes upended before and during the COVID-19 pandemic. This research questions the dominant framing of privilege centering on the notion of ease, as informed by the western scholarship on elite education. Drawing from the power structure of international education and rising geopolitical tensions between the U.S. and China, this study concludes that transnational education infuses much anxiety and fragility into the lived experiences of international students, who have experienced the status loss from the privileged majority to the marginalized minority. COVID had exacerbated this loss. This study contributes to the scholarship on elites by interrogating the western-centric notion of privilege. This event is part of the 2021-2022 lecture series on “COVID-19 Impacts and Responses in China and Beyond” and is sponsored by the Weatherhead East Asian Institute and cosponsored by Columbia's China Center for Social Policy.
Topic:: Education, Geopolitics, Students, and COVID-19
Political Geography:: China and United States of America

67. China's Colonial Boarding Schools in Tibet

Author:: Lhadon Tethong, Freya Putt, Jia Luo, Tenzin Dorjee, and Andy Nathan
Publication Date:: 04-2022
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: Chinese government policies are forcing three out of every four Tibetan students into a vast network of colonial boarding schools, separating children as young as four from their parents. According to a recent report by Tibet Action Institute, the schools are a cornerstone of Xi Jinping’s campaign to supplant Tibetan identity with a homogenous Chinese identity in order to neutralize potential resistance to Chinese Communist Party (CCP) rule. The report, “Separated From Their Families, Hidden From the World: China’s Vast System of Colonial Boarding Schools Inside Tibet,” finds that an estimated 800,000 to 900,000 Tibetan students aged six to 18, as well as an unknown number of four and five-year olds, are in these state-run schools. This panel will discuss how the schools function as sites for remolding children into Chinese nationals loyal to the CCP.
Topic:: Education, Culture, Children, Colonialism, and Boarding Schools
Political Geography:: China, Asia, and Tibet

68. Only game in town? Inequality and demand for democracy in Africa – a micro perspective

Author:: Thomas Isbell
Publication Date:: 08-2022
Content Type:: Working Paper
Institution:: Afrobarometer
Abstract:: In this paper, the author explores whether perceived inequality is associated with demand for democracy among Africans. Past research has diverged on whether macro-level inequality should increase or decrease support for democracy, with some arguing that people might see democracy as a solution to inequality, and others that people might see it as a cause. I advance this literature by using a perceptual measure of inequality from Afrobarometer: how people feel their living situation compares to others’ in their country. I find that perceived equality is significantly associated with greater demand for democracy, while perceptions of relative deprivation and relative advantage are both associated with lower democratic demand. These effects are largely significant above and beyond the effect of absolute poverty and known predictors of support for democracy, such as free and fair elections and level of education.
Topic:: Education, Elections, Democracy, Inequality, and Social Order
Political Geography:: Africa

69. Profile and determinants of lived poverty in Benin

Author:: Romaric Samson and Richard Houessou
Publication Date:: 10-2022
Content Type:: Policy Brief
Institution:: Afrobarometer
Abstract:: The 2030 Agenda for Sustainable Development, launched in 2015, outlines global aspirations and priorities through the end of this decade. Prominently, the first two Sustainable Development Goals (SDGs) call for ending poverty “in all its forms everywhere” and for “zero hunger” (United Nations, 2021a). The proportion of the world’s population living in extreme poverty decreased from 36% in 1990 to 16% in 2010 and to 10% in 2015, but the COVID-19 pandemic is likely to have reversed this trend (Sumner, Hoy, & Ortiz-Juarez, 2020). Benin has had one of the fastest-growing economies in sub-Saharan Africa in recent years (Adegoke, 2019), with per-capita gross domestic product (GDP) growth averaging 3.6% between 2017 and 2019 (World Bank, 2020). But the most recent household survey led by the Institut National de la Statistique et de l’Analyse Economique (2018) estimated that 38.5% of citizens still live in poverty. Are GDP gains translating into better lives for ordinary Beninese? According to Afrobarometer survey findings, “lived poverty” – the experience of going without basic life necessities – has worsened significantly over the past decade in Benin. More than three out of four Beninese face moderate or high levels of lived poverty. Many of these citizens continue to have limited access to the electricity grid, water and sanitation services, and other essential development infrastructure. Most importantly, our analysis shows they often lack the education and employment needed to break the poverty cycle.
Topic:: Education, Poverty, Infrastructure, Inequality, and Job Creation
Political Geography:: Africa and Benin

70. The COVID-19 Catalyst: Learning from Pandemic-Driven Innovations in Immigrant Integration Policy

Author:: Jasmijn Slootjes
Publication Date:: 06-2022
Content Type:: Special Report
Institution:: Migration Policy Institute (MPI)
Abstract:: Despite talk of COVID-19 as a “great equalizer,” the pandemic and its economic fallout have hit certain segments of European and North American societies particularly hard. Among them are immigrants and refugees, and especially groups with distinct vulnerabilities, such as refugee children, irregular migrants, and migrant women. Without swift government intervention, the twin public-health and economic crises risk jeopardizing immigrant integration and creating durable rifts in diverse societies. Yet precisely at a time when bold and agile policy responses are needed, the pandemic has disrupted governments’ usual ways of working. When lockdown and social-distancing measures were introduced in 2020, many in-person integration services were suspended, and both these programs and the day-to-day work of governments and civil-society organizations shifted online. This opened new opportunities but also hindered the engagement of migrants, policymakers, and other stakeholders with limited digital access or literacy. This report examines how governments’ immigrant integration strategies, partnerships, and policy priorities have changed in the two years since the pandemic began. It explores how this period of forced adaption has worked as a catalyst for innovation at the local, national, and (in Europe) EU level, drawing on interviews with senior policymakers and other experts in North America and Europe. The report then distills recommendations on how to leverage these innovations to durably improve the governance of immigrant integration.
Topic:: Education, Employment, Innovation, COVID-19, and Immigration Policy
Political Geography:: Europe and North America

71. Girls’ Right to Education in Pakistan: Critical Reflections on Malala’s Campaign in her Hometown

Author:: Zihad Ali Shah, Rahman Ullah, and Zafar Khan
Publication Date:: 12-2022
Content Type:: Journal Article
Journal:: Review of Human Rights
Institution:: Society of Social Science Academics (SSSA)
Abstract:: During the War on Terrorism, the Taliban destroyed girls’ schools and discourage their education. At this time Malala Yousafzai, a teenage girl, stood up to them and fought for girls’ education rights. Though she went through a physical and psychological ordeal after the Taliban shot her in the head she persisted in her initiative. Soon she was much praised in the Western media and also landed a Nobel Prize for her efforts. However, in her hometown, she became somewhat controversial. By engaging the ethnographic method, we bring to light different perspectives on Malala’s initiative in the valley of Swat. This article also contributes to the study of the growingly complex social and political figure of Malala Yousafzai.
Topic:: Education, Women, Girls, Gender, and Malala Yousafzai
Political Geography:: Pakistan, South Asia, and Swat Valley

72. The Digital Literacy Imperative

Author:: Romina Bandura and Elena I. Mendez Leal
Publication Date:: 07-2022
Content Type:: Policy Brief
Institution:: Center for Strategic and International Studies
Abstract:: Reading, writing, and numeracy: these are foundational skills people learn at school and continue using throughout their lifetimes. But as societies evolve and technology progresses, the learning needs and demands of one generation change for the next. Curriculums in educational institutions must keep up with these changes to reflect the new realities. They do so by removing outdated content, incorporating new disciplines, and innovating with new educational tools and techniques. While previous American generations learned Latin and shorthand, current generations learn Spanish or French and practice typing. In many public schools across the United States, cursive handwriting is no longer taught. Children now practice writing and typing using new technology such as tablets and computers, not typewriters. In advanced countries, educational equipment such as blackboards, chalkboards, and even whiteboards have been replaced with high-tech tools such as Promethean boards. While numeracy and basic literacy are still fundamental to learning, digital literacy has emerged as another critical life skill and is now, per the World Economic Forum, part of the twenty-first-century toolkit (see Figure 1). Beyond basic literacy, digital skills have become indispensable for every global citizen, whether to communicate, find employment, receive comprehensive education, or socialize. More than 90 percent of professional roles in across sectors in Europe require a basic level of digital knowledge and understanding. This need has become even more evident during the Covid-19 pandemic, making it more urgent for countries to embrace digital technologies and their associated skills.
Topic:: Education, Science and Technology, Digitalization, and Digital Literacy
Political Geography:: Global Focus

73. Civics for Adults: A Guide for Civics Content Providers

Author:: Center for Strategic and International Studies
Publication Date:: 09-2022
Content Type:: Policy Brief
Institution:: Center for Strategic and International Studies
Abstract:: This guide is focused on fostering greater understanding among adults of the nuts and bolts of our democratic republic and how individuals can and must hold institutions accountable and move us toward a more perfect union. Reinvigorating civics knowledge and civic skills has become a national and economic security imperative. The urgency requires reaching not just K-12 students but also adults. This guide is for civics experts and content providers developing or adapting civics resources to engage adults in their workplaces and their communities. The guide can also be used by businesses, government (including the military), and others seeking to provide civics knowledge and skills to employees, partners, and associates
Topic:: Education, Democracy, and Civic Engagement
Political Geography:: North America and United States of America

74. Organized Shinto’s Efforts to Restore the Imperial Rescript on Education in Postwar Japan

Author:: Hirokazu Yoshie and Paul Kreitman
Publication Date:: 12-2022
Content Type:: Video
Institution:: Weatherhead East Asian Institute, Columbia University
Abstract:: In the 1960s, the Association for Shinto Shrines—comprising 98% of the shrines nationwide—began running a decade-old campaign to reinstate a prewar symbol of emperor-centered nationalism, i.e., the Imperial Rescript on Education (kyōiku chokugo). Member priests petitioned prime ministers and other LDP politicians, published manuals for adults and picture books for children, and held summer camps for young students. These efforts were based on a modern translation into which the organization had rendered from the originally archaic rescript. Puzzlingly, this modern paraphrase completely concealed the authorship and centrality of the Meiji emperor, leaving only generic words of patriotism, which apparently defeats the purpose of the restorationism. His presentation makes sense of the campaign by analyzing organized Shinto’s discourse with it and considering its broader historical context. The narrative starts from the US occupation era (1945-1952), when the official invalidation of the rescript by Americans left conservative Japanese aggrieved. After failed attempts to revise the new constitution (1952-1964), the restoration movement gathered momentum amid left-leaning campus activism in around 1970. Convinced that it was a result of America’s ideological colonization, the Shinto organization argued that the restoration would serve to overcome that negative influence. But they tried to do so without disrupting popular sovereignty of postwar Japan, which required dilution of the text’s politically incorrect elements. The talk ends by suggesting the significance of looking at prewar legacies in our understanding of the role of the monarchy in postwar Japan.
Topic:: Education, Religion, History, and Shintoism
Political Geography:: Japan and Asia

75. Innovation and New Directions: Searching for Novel Paths in Arab Education Reform

Author:: Wafa Al-Khadra, Shaikha Jabor Al-Thani, Nathan J. Brown, Heba El-Deghaidy, Rima Karami-Akkary, Marwan Muasher, and Christina Zacharia
Publication Date:: 10-2022
Content Type:: Working Paper
Institution:: Carnegie Endowment for International Peace
Abstract:: In October 2018, Carnegie published a report calling for fundamental educational reform in the Arab world and arguing for the need for that reform to move “from schooling to learning” in order to “serve the needs of pluralistic societies and foster the development of active, responsible citizens who are empowered to deal with complexity and advance constructive change.”1 The report gave a number of recommendations encompassing the different fields within which education takes place: the school, the state, and the society at large. This paper, with many of the authors of the first report participating again, attempts to go in further depth about the findings of the first report. It is evident that Arab governments still see education reform as a top-down effort that continues to perpetuate power relations and authoritarian thinking, sidelining critical and creative thinking among students. The paper places special emphasis on several reform efforts that are being implemented across the Arab region, many in a bottom-up approach that attempts a collaborative approach with governments but is not held hostage to old authoritarian thinking. Rather than simply admiring the problem, the paper attempts to highlight several experiences taking place within different Arab educational systems, not so much because these experiences are necessarily transportable but rather to point out that together with the challenges, there are also successes that can be built on. Consistent with Carnegie’s strategy of working with experts from the region, the paper has once again drawn on the practical experiences of experts from the Qatari, Jordanian, and Egyptian educational systems as well as from the regional, bottom-up experience of the TAMAM project, led by the Arab Thought Foundation and the American University of Beirut and spanning eight different countries. Under the able coordination and facilitation of Nathan J. Brown, these experts have authored a document that I hope will further contribute to the debate on education reform in the region—and help push it forward. I want to acknowledge the Asfari Foundation for their generous financing of this project, and hope that policy recommendations in this paper will help guide future education policies in the Arab world.
Topic:: Education, Reform, and Innovation
Political Geography:: Middle East and Arab Countries

76. Standardization and ethnocracy in Sri Lanka

Author:: Neil DeVotta
Publication Date:: 08-2022
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: Standardization was the scheme that replaced meritocracy in Sri Lanka education, with positive discrimination to increase the majority Sinhalese community’s university enrolment. It did so by minimizing better-qualified minority Tamils’ university entry, even as the quest for Tamil separatism was gaining ground. The government claimed the scheme was justified to create a more balanced representation in science-based university fields, but it was among the policies that contributed to the island becoming an ethnocracy. While standardization was later discarded, its legacy continues thanks to the district quota system it fostered and the inequalities it helped to cement between ethnic groups. Ultimately, standardization did not merely complicate existing inequalities; it also contributed to anomie and substandard professionalism within the educational and governmental sectors. A path dependence explanation helps us to better understand why the policy was instituted, and why district quotas continue to operate.
Topic:: Education, Inequality, Ethnicity, Separatism, Standardization, Path Dependency, and Ethnocracy
Political Geography:: South Asia and Sri Lanka

77. Crumbling cornerstone? Australia’s education ties with Southeast Asia

Author:: Susannah Patton
Publication Date:: 11-2022
Content Type:: Policy Brief
Institution:: Lowy Institute for International Policy
Abstract:: WHAT IS THE PROBLEM? Successive Australian governments have billed education as the cornerstone of its people-to-people connections and influence in Southeast Asia. Yet the era of the Colombo Plan, in which Australia educated the region’s top leaders, is over. Changing economic relativities, and the success of both established and new competitors such as China and Japan, mean Australia’s access and influence through education to the region’s future leaders will decline. Moreover, a narrow focus on Southeast Asia as a market for generating international student revenue may lead to Australia missing opportunities to help build regional human capacity and advance its bilateral relationships. WHAT SHOULD BE DONE? The Australian government needs to increase and diversify scholarship offerings to students from Southeast Asia. This includes refocusing on the Australia Awards and reintroducing a merit-based scholarship targeted at the regional countries that do not receive bilateral development assistance from Australia (Thailand, Malaysia, Singapore, and Brunei). A new international education strategy should develop a focus on building regional human capacity, rather than viewing international students solely in terms of a market opportunity. The government should also reshape the New Colombo Plan to focus more on long-term study opportunities to ensure it is meeting its original goal of strengthening Australia’s relationships with countries in the broader Indo-Pacific.
Topic:: Foreign Policy, Education, Bilateral Relations, and Economic Development
Political Geography:: Australia and Southeast Asia

78. The Short-Term Labor Market Impact of Venezuelan Immigration in Peru

Author:: Celia P. Vera and Juan Pablo Jiménez
Publication Date:: 10-2022
Content Type:: Working Paper
Institution:: Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:: Peru is the second-largest recipient of Venezuelans worldwide. We combine newly available data on Venezuelans living in Peru and the Peruvian Household Survey to assess the impact of Venezuelan migration on natives’ wages and employment. The initial regression analysis exploits the variation in supply shifts across education-experience groups over time. It indicates that immigration in Peru had no adverse impact on native wages. However, the paper highlights that in Peru immigrants and natives with similar education and experience are likely to work in different occupations. The subsequent analysis based on occupational clustering confirms the null effect on wages and indicates that a 20% increase in immigrants decreases formal employment by 6%. We do not find evidence for changes in employment composition toward informality so that migration operates through the extensive margin of employment. We report evidence in favor of immigrants being a close substitute to the least productive natives, suggesting that firms substitute native formal labor for low-cost immigrant informal labor.
Topic:: Education, Immigration, Labor Market, and Informal Economy
Political Geography:: South America, Venezuela, and Peru

79. Lives at Risk: A study of girls dropping out of school in Juba, Rumbek and Pibor Counties, South Sudan

Author:: Lillian Rutandaro, Christine Lundambuyu Minalula, Rogers Otuta, and Manenji Mangundu
Publication Date:: 11-2022
Content Type:: Research Paper
Institution:: Oxfam Publishing
Abstract:: This study was undertaken by Oxfam in three South Sudanese counties as part of the SIDA-funded project 'Building Resilience through Gender and Conflict-Sensitive Approaches to Education, Skills Development, and Sustainable Livelihoods'. Its purpose was to shed light on why so many girls drop out of school. The research revealed that women and girls often lack decision-making power over their lives. Early or forced marriage, the abduction of girls, perceptions that education delays marriage – and that educated girls risk not finding husbands – all contribute to dropout rates. Additional challenges include a lack of adequate hygiene and sanitation facilities in schools, the distances learners need to travel, insecurity caused by communal violence, floods, food insecurity, and a heavy household work burden. The Government of South Sudan has in place laws and policies to address these issues, but they remain largely on paper and enforcement mechanisms are weak. The report analyses each of these factors in turn and presents recommendations for how the SIDA project can begin to address them in its future programming.
Topic:: Development, Education, Food, Conflict, Resilience, and Gender
Political Geography:: Africa and South Sudan

80. Taiwan’s Local Elections: Defeat of the Ruling DPP Amidst Negative Campaigns

Author:: Kai-Ping Huang
Publication Date:: 12-2022
Content Type:: Commentary and Analysis
Institution:: East Asia Institute (EAI)
Abstract:: Taiwan held “nine-in-one” local elections on November 26, 2022, and the ruling Democratic Progressive Party(DPP) lost many seats amidst negative campaigns, while the KMT emerged as the winner of the election. However, Kai-Ping Huang, an Associate Professor of Political Science at National Taiwan University, evaluates the biggest losers are voters who were not offered quality campaigns. Professor Huang defines the campaign’s major issues as Scandals of Plagiarism, Poor Quality of Infrastructure, Discredited Pandemic Control Performance and Economic Difficulties and Anti-China Campaign Backlash. In addition, she states that it is too early to say whether the KMT will have an advantage in the upcoming presidential election. The KMT must clarify its position on national identity. The Taipei voters don`t appreciate what the Taiwan People’s Party (TPP) has done to the capital, and most voters do not believe that the TPP is a credible alternative to the two mainstream parties. Therefore, TPP needs to coordinate with the KMT to defeat the ruling DPP can be an option.
Topic:: Education, Elections, Democracy, and Political Parties
Political Geography:: Taiwan and Asia

81. Prospects for International Students amid Rebounding Global Mobility

Author:: Vivek Mansukhani and Mirka Martel
Publication Date:: 08-2022
Content Type:: Special Report
Institution:: Institute of International Education (IIE)
Abstract:: The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID‐19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. This joint paper by the Institute of International Education (IIE) and IC3 analyzes significant international student mobility trends before the COVID‐19 pandemic, the role of the United States and other host countries in offering international students academic opportunities, and the increased competitiveness among countries to attract international students. The paper will provide an overview of the global mobility flows to and from major world regions in the 2019/2020 academic year. The paper will then consider the effects of COVID‐19 on global student mobility and how the pandemic has comparatively affected international students and the countries that serve as their hosts.
Topic:: Education, Mobility, Students, and COVID-19
Political Geography:: Global Focus and United States of America

82. Taiwan Matters for America/America Matters for Taiwan

Author:: East-West Center
Publication Date:: 09-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: The inaugural edition of Taiwan Matters for America/America Matters for Taiwan, part of the Asia Matters for America initiative, maps the trade, investment, employment, business, diplomacy, security, education, tourism, and people-to-people connections between the United States and the Taiwan at the national, state, and local levels. This publication and the AsiaMattersforAmerica.org website are resources for understanding the robust and dynamic US-Indo-Pacific relationship.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Culture, Population, and Travel
Political Geography:: Taiwan and Asia

83. New Opportunities for the United States-Kingdom of Thailand Alliance in the Indo-Pacific

Author:: Lance D. Jackson
Publication Date:: 09-2022
Content Type:: Special Report
Institution:: East-West Center
Abstract:: In March 2022, the East-West Center in Washington (EWCW), in collaboration with the Royal Thai Embassy, Washington, DC, convened a two-day seminar in which experts from Thailand and the United States discussed issues and opportunities for the US-Thailand alliance. The workshop included a diverse array of discussants hailing from government, military, academic, think tank, and private sector backgrounds. This report, which adheres to the “Chatham House Rule” under which observations referred to in the report are not attributed to any individual participant, is a summary of the group discussions and the key themes from the seminar. The recent signing of the United States-Thailand Communique on Strategic Alliance and Partnership and a memorandum of understanding (MOU) focused on promoting supply chain resilience on July 10, 2022, highlight the pertinence of this report and the associated seminar. The topics detailed in this report aligned with many of the pressing issues addressed in the Communique and MOU, including expanding law enforcement cooperation, deepening cybersecurity collaboration, supporting resilient transportation corridors, advancing military modernization, and catalyzing Thailand’s bio-circular-green (BCG) economy. The report also covered topics and key themes from a series of jointly produced public webinars and an Asia Pacific Bulletin series of policy briefs on US-Thai affairs.
Topic:: International Relations, Climate Change, Economics, Education, Environment, Politics, Science and Technology, Governance, Population, Leadership, Public Health, and Travel
Political Geography:: Asia, North America, Thailand, Southeast Asia, United States of America, and Indo-Pacific

84. Different Choices, Divergent Paths: Poland and Ukraine

Author:: Thorvaldur Gylfason, Eduard Hochreiter, and Tadeusz Kowalski
Publication Date:: 12-2022
Content Type:: Special Report
Institution:: The Vienna Institute for International Economic Studies (WIIW)
Abstract:: We compare the economic growth trajectories of Poland and Ukraine since 1990 to try to understand the extent to which the observed growth differentials can be traced to increased efficiency in the use of capital and other factors (intensive growth), rather than to simple accumulation of capital (extensive growth). We stress the role of qualitative factors such as education, governance and institutions. We ask whether the EU perspective and NATO membership played a role. We discuss the closely related histories of the two countries and note the stark differences between them, including their different approaches to the EU vs Russia, full vs incomplete transition to a market economy, and democracy vs anocracy, as well as different initial conditions. We compare key determinants of growth and growth trajectories, using economic as well as social indicators, and trying to disentangle efficiency and accumulation and combine path dependence and the role and scope of creative destruction. While Poland had the shortest and mildest transformation recession among CEE countries, Ukraine has been stagnant, or in decline, since 1990. The statistics we report and the stories we tell suggest that both countries have a complex relationship with democracy and that the nearly threefold difference in per capita GDP at PPP in 2021 in Poland’s favour, with the ratio of investment to GDP similar in both countries, can most plausibly be traced to: (a) Poland’s more extensive and diversified exports, and fewer restrictions on trade, in addition to more comprehensive and quicker restructuring of the national economy inspired by the EU perspective; (b) Poland’s more extensive and better-quality education; (c) Poland’s greater democracy and longer experience of democracy, lower levels of corruption, better governance, and freer press; (d) Poland’s smaller agricultural sector and greater emphasis on manufacturing; and (e) Poland’s lower inflation and higher level of financial development. Furthermore, Poland built market-friendly institutions to EU specifications and joined NATO. Against all this, Ukraine had more economic equality and lower unemployment as well as, from the early 1990s, a lower initial level of income per person, but was hampered by political divisions, path-dependent corruption and poor governance. During the global Covid-19 pandemic, Ukraine apparently suffered fewer deaths than Poland, despite fewer vaccinations.
Topic:: Economics, Education, Governance, Reform, European Union, Economic Growth, Inflation, Exports, Transition, and Labor Market
Political Geography:: Europe, Ukraine, and Poland

85. Children of War: The Ukrainian Case

Author:: Isabella Martin
Publication Date:: 12-2022
Content Type:: Policy Brief
Institution:: International Centre for Defence and Security - ICDS
Abstract:: The war in Ukraine has imposed considerable physical, mental, and emotional damage on children. It is critical to provide mental health and psychosocial support (MPHSS), as well as to reinforce psychological and social infrastructure—in Ukraine and countries hosting refugees—to help them cope with the immediate trauma of war and promote resilience for future reconstruction efforts. Severe damage to civilian infrastructure has left many children without access to schools, healthcare resources, and support networks within care facilities, while those who have fled Ukraine risk falling victim to human trafficking and exploitation. Moreover, children are targets of the Kremlin’s efforts to erase the Ukrainian identity, brutally executed through oppressive policies such as forced school curriculum in the occupied territories and atrocious practice of ’filtration’, with children separated, abducted, and then put up for adoption in Russia. Inside and outside of the country, Ukraine’s youth are left extremely vulnerable to abuse, with the consequences to their mental health to last for generations—and to affect the nation’s post-war recovery—if not taken care of already today. Without developing proper coping mechanisms in children and adolescents now, the trauma imposed on the young generation will hinder rebuilding efforts and undermine societal institutions. It is thus imperative to support MHPSS initiatives and contribute to a resilient society in post-war Ukraine.
Topic:: Security, Civil Society, Education, Health, War, Children, Resilience, and Russia-Ukraine War
Political Geography:: Russia, Europe, and Ukraine

86. 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

87. Open Government in Education: Learning from Social Audits in India

Author:: Kiran Bhatty
Publication Date:: 06-2021
Content Type:: Case Study
Institution:: Centre for Policy Research, India
Abstract:: This study looks at the first social audit of education undertaken in India, under the aegis of the National Commission for Protection of Child Rights (NCPCR). It was conducted as a pilot project across ten states of India. Social auditing is a powerful method for increasing open government, which relies on citizens as the primary agents. It is built on the principle that information increases engagement of citizens and helps to establish their priorities. Based on this, citizens can act as effective monitors of their entitlements.The study reviews two of the ten sites where social auditing has been implemented to learn from the different stakeholders what the achievements and challenges were. It argues that for such citizen-led monitoring to take place, tools and processes of engagement, as well as platforms for citizen-government interaction, are required. These are the elements that the social audit methodology strives to provide. In addition, as many communities may not be equipped to initiate and sustain such processes, a facilitating organization or agency is necessary, at least in the initial period, before social auditing can be institutionalized. In order to close the feedback loop, follow-up with the government is also essential. The analysis underscores the importance of citizens having direct access to information and to platforms that allow them to dialogue with the State. It demonstrates that accountability can be established through such processes and that they can lead to empowerment of marginalised social groups, such as women. However, they require investment in time and resources to get started and then to keep on going. A commitment from government agencies to pursue strategies that facilitate access to information and citizen engagement, as well as provide follow-up are, therefore, the core requisites for a successful social audit. At the same time, a non-confrontational approach that favours building bridges and working collaboratively with government actors also plays an important role in making social audits work.
Topic:: Education, Government, Accountability, Audit, Civic Engagement, and Monitoring
Political Geography:: South Asia and India

88. Integrated Child Development Services

Author:: Ritwik Shukla, Sharad Pandey, and Avani Kapur
Publication Date:: 02-2021
Content Type:: Policy Brief
Institution:: Centre for Policy Research, India
Abstract:: Integrated Child Development Services is Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. It has now been combined with POSHAN Abhiyaan to form Saksham Anganwadi and POSHAN 2.0. Against the backdrop of the COVID-19 pandemic, this brief uses government data to analyse: Required funds, allocations, and releases; Changes in coverage and service delivery due to the COVID-19 pandemic; Human resources; and Malnutrition status
Topic:: Education, Health, Budget, Social Services, COVID-19, and Child Development
Political Geography:: South Asia and India

89. De-Radicalization through Education Reforms: Comparative Analysis of Closed-Book and Open Book Examination Regime

Author:: Farhan Akhtar
Publication Date:: 07-2021
Content Type:: Journal Article
Journal:: Journal of Political Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: The education system in Pakistan, especially its closed-book examination regime, is the legacy of the British Raj dating back to 1857. The examination style of the University of London was introduced in the subcontinent for native students at the high school level to promote English and with an incentive of preference in government jobs. Since the creation of Pakistan, the closed-book examination system, instead of evolving with the changing requirements, got further strengthened where it was also introduced in the higher education in the country. A closed-book examination system promotes rote learning and memorization among the students to fetch good grades. The entire purpose of education becomes questionable when student's efficacy and intellect are assessed in the light of marks attained. The GAP culture of educational institutions is detrimental to the students and society alike. Education in itself has shrunk to passing the exams for promotion to the next level or attaining jobs rather than developing the personalities and transforming the youth into thinking minds and effective, contributing members of the society. Education in Pakistan is merely a test of memory where those with good memory skills who can reproduce the textbooks as verbatim attain good marks and are considered educated and knowledgeable, and failures are discarded from the society. Closed-book examinations are at a tangent to critical, reflective, and creative thinking skills. The analytical abilities of the students of this exam regime are at its lowest ebb. In order to address the menace of extremism, violence, increasing intolerance, and exclusivity in the society, there is a need to find an alternate in the shape of an open-book examination regime that will promote critical, reflective, and problem-solving skills among the youth. Open-book exams assess the true analytical skills of the students, and since this type of examination can only be attempted by students with conceptual clarity and enhanced understanding instead of parroting and rote learning.
Topic:: Education, Pedagogy, Political Extremism, Critical Thinking, and Intolerance
Political Geography:: Pakistan and South Asia

90. Educating Refugees in Lebanon

Author:: Wissam Fakih
Publication Date:: 06-2021
Content Type:: Special Report
Institution:: Center for Contemporary Arab Studies (CCAS)
Abstract:: MAAS student Wissam Fakih explores how Lebanon’s triple crises—economic collapse, the port explosion, and the pandemic—have impacted the education of thousands of Syrian refugee children living in the country.
Topic:: Education, Children, Refugees, Crisis Management, and Economic Crisis
Political Geography:: Middle East, Lebanon, and Syria

91. Journal of Advanced Military Studies: Wargaming and the Military

Author:: Charles J. Esdaile, Sebastian J. Bae, Ian T. Brown, Eric M. Walters, P. C. Combe, Kate Kuehn, Brian W. Cole, Eric M. Walters, Stephen M. Gordon, Walt Yates, Andrew Gordon, and Ian T. Brown
Publication Date:: 09-2021
Content Type:: Journal Article
Journal:: Journal of Advanced Military Studies
Abstract:: Given the rate of change taking place within the Corps and the local activity driving university innovation, the editors felt the need to contribute to the debate with a full issue of the Journal of Advanced Military Studies (JAMS) that focuses on wargaming and the future of the Marine Corps and the U.S. military. The authors of the articles that follow approached the conversation from a broad scholarly spectrum that offers historical and forward-thinking perspectives. The first article by Dr. Charles Esdaile, “ ‘Napoleon at Waterloo’: The Events of 18 June 1815 Analyzed via Historical Simulation,” offers a historical perspective on the importance of wargaming and professional military education (PME). His article examines how products of the game industry can be used to assess battles and draw out wider lessons relating to the conduct of war or to show how historical board games are not just recreational artifacts but also a tool with which to more fully explore, analyze, and understand campaign design and battle execution. Sebastian J. Bae and Major Ian T. Brown then provide a transition into a more modern conversation by offering a brief history of educational wargaming specific to the U.S. Marine Corps. The article reviews and assesses the history of educational wargaming from its tentative engagement before World War I through today. It will also offer recommendations on how the Corps can institutionalize the use of educational wargaming as a tool for honing Marines’ minds against thinking human adversaries. Our next two articles continue this discussion of wargaming and PME. Colonel Eric M. Walters considers the challenges and solutions presented by wargaming and helps orient those unfamiliar with wargaming and advises on proven best practices in using them when teaching military judgment in decision making. Lieutant Colonel P. C. Combe II shifts then into the design and implementation of wargaming for the purpose of teaching or evaluating the extent to which students have learned and can apply material as a means of professional development. Kate Kuehn further highlights the importance of evaluating the use of wargaming with her article, “Assessment Strategies for Educational Wargames.” Kuehn maintains that by examining the perspectives and practices of experienced faculty within wargaming, she can then identify strategies that can serve as useful teaching tools for other faculty as well as contribute to broader theory about designing assessment in such spaces. Colonel Brian W. Cole’s article on the wargame Hedgemony focuses on using wargames to then evaluate the learning objectives within senior Joint PME. His article examines how the Marine Corps War College’s experience with Hedgemony offers active learning for its students while emphasizing resource management and evaluates how well the game met the educational objectives set forth by the Joint Chiefs of Staff for senior-level PME. The final two articles in this issue of JAMS close the loop on the PME continuum by focusing on how wargaming complements military decision making and the future development of wargaming focused on the future of warfare. Colonel Walters’s article “Developing Self-Confidence in Military Decision Making” highlights how extensive practice through wargaming grows selfconfidence in both the individual Marine and in the unit engaged in it. Stephen M. Gordon, Colonel Walt Yates, and Andrew Gordon close out the journal articles by exploring the benefits and challenges of applying successful storytelling techniques to designing wargame narratives that balance creative ambitions with achievable time lines. In the authors’ minds, wargames that incorporate such techniques will generate new trends and better inform future conflict planning. The remainder of JAMS rounds out with a review essay and a selection of book reviews that continues our focus on warfare, but it also highlights continuing challenges in national security and international relations. The coming year will be busy for the JAMS editors as we work to provide journal issues on a diverse range of topics relevant to the study of militaries and defense, including a special issue on strategic culture followed by the Spring 2022 issue.
Topic:: Education, War, History, War Games, Decision-Making, Waterloo, Strategy, Resource Management, and Professional Military Education
Political Geography:: United States of America

92. Silk Road Academic Connections: China–Italy Cooperation in Higher Education and Its Implications for the West

Author:: Nicola Casarini
Publication Date:: 10-2021
Content Type:: Working Paper
Institution:: Istituto Affari Internazionali
Abstract:: Cooperation in higher education and research is a positive aspect of the broader Italy–China relationship as it contributes to the advancement of the scientific and cultural environment in both countries. China has invested considerable sums to promote cooperation and exchanges with the Italian academy, including through the establishment of a dozen Confucius Institutes and a number of Confucius Classrooms. Italian universities have set up academic partnerships with Chinese entities on almost every subject. These have improved Italy’s research outlook, but have also posed inevitable risks of self-censorship and kowtowing to Chinese wishes. Moreover, there has been a surge of academic sponsorships by Chinese firms, in particular ICT companies such as ZTE and Huawei, which raise further concerns for Italy’s security interests and cooperation with its Western allies.
Topic:: Foreign Policy, Education, Science and Technology, Higher Education, and Research and Development
Political Geography:: China, Europe, Asia, and Italy

93. China in Italy: Risk Assessment and Preventive Solutions

Author:: Beatrice Gallelli and Lorenzo Mariani
Publication Date:: 12-2021
Content Type:: Working Paper
Institution:: Istituto Affari Internazionali
Abstract:: Italy’s 2019 decision to sign a Memorandum of Understanding with China in support of the Belt and Road Initiative sparked a heated debate at home and abroad. The possibility of Italy upgrading its trade and investment relations with China through the shortcut of a political endorsement of President Xi Jinping’s flagship foreign-policy initiative was framed as either a heaven-sent opportunity or a serious strategic threat. Two years on, most of the concerns pointed out in the debate, especially regarding infrastructures, have proven unsubstantiated (although the economic opportunities for which the Italian Government wished have also failed to materialise). However, cooperation initiatives between Italian and Chinese entities in sectors often overlooked in the mainstream debate, such as media and academic partnerships, do present risks. The creation of an interagency China Information and Coordination Unit would help to prevent – or, at least, to minimise – such risks. Paper prepared in the framework of the IAI project “When Italy Embraces the BRI”.
Topic:: Foreign Policy, Education, Science and Technology, Mass Media, Foreign Direct Investment, and Trade
Political Geography:: China, Europe, Asia, and Italy

94. Simulation framework for practical cybersecurity training in the public service sector

Author:: Veronika Deák
Publication Date:: 03-2021
Content Type:: Journal Article
Journal:: Security and Defence Quarterly
Institution:: War Studies University
Abstract:: The public service sector is a key target of cyberattacks. In order to prevent and effectively tackle such attacks, organisations should continuously develop their defence capabilities. As part of developing such capabilities, public service cybersecurity training is required to teach students about cyberattacks. The present study uses quantitative research techniques including (i) how to identify key requirements for the practical aspects of public service cybersecurity training and (ii) sampling to utilise international best practices from cybersecurity education and conceptual architectures from existing public service organisations. A schematic structure with a two-level practical training course is proposed. On the first level, the students learn about the defence mechanisms of their own info-communication devices and try to prevent attacks in a simulated environment. On the second level, the students apply protection strategies against cyberattacks in organisational infrastructure. Finally, a technical framework is defined to simulate cyberattacks against (a) personal devices and (b) a fictional organisational infrastructure. The specification of a public service cybersecurity training programme should not only focus on theoretical education but also provide practical knowledge to students. By simulating specific attacks, theoretical and practical knowledge can be combined. As a result, students will be able to recognise threats and potential risks from cyberspace.
Topic:: Education, Cybersecurity, Training, Public Service, and Simulation
Political Geography:: Global Focus

95. IR Theories (Syllabus Resource)

Author:: Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:: 02-2021
Content Type:: Special Report
Institution:: Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:: The following is material to consider for your syllabus related to: Realism, Liberalism, Constructivism, Feminism, Postcolonialism. Specifically, there is: Scholarly writing on IR theories written by diverse scholars and experts. Scholarly writing providing geographic variety and geographically varied perspectives. Studies and analyses examining diversity, equity, and inclusion-related dimensions of IR theories.
Topic:: International Relations, Education, Post Colonialism, Realism, International Relations Theory, Feminism, Constructivism, Liberalism, and Syllabus
Political Geography:: Global Focus

96. 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

97. 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

98. 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

99. 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

100. 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

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COLUMBIA UNIVERSITY PRESS