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. 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

6. 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

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

19. 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

20. 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

21. 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

22. 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

23. 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
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

24. 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

25. 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

26. 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

27. 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

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. 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

42. 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

43. 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

44. 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

45. 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

46. 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

47. 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

48. 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

49. 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

50. 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

51. 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

52. #EndSARS Protest: Re-thinking Nigerian Youth and Government Policies

Author:: Chinyere Stella Okunna
Publication Date:: 02-2021
Content Type:: Working Paper
Institution:: African Heritage Institution (AfriHeritage)
Abstract:: If any countries in the world should take youths and youth development seriously, Nigeria should be high on the list of such countries – Nigeria has one of the largest youth populations in the world, with the youth making up almost 34% (33.65%) of the country’s huge population of more than 200 million people. One fundamental way of demonstrating this seriousness is through the enactment and serious implementation of meaningful and effective youth policies, as well as the creation of an enabling environment for youth development. From virtually every indication, government has failed abysmally over the years in recent times to enthrone a liveable society as a conducive environment for effectively implementing its well-crafted youth policies and programmes, thus wreaking havoc on youth development. For how long should this terrible scenario continue? Something definitely needs to be done by the government, by the youth themselves, by non-governmental bodies made up of well-meaning Nigerians, and by the international community (if need be) – and the time to do this ‘something’ about this situation is NOW
Topic:: Education, Youth, Protests, Police, and Participation
Political Geography:: Africa and Nigeria

53. 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

54. The Local Roots of Chinese Engagement in Pakistan

Author:: Muhammad Tayyab Safdar
Publication Date:: 06-2021
Content Type:: Working Paper
Institution:: Carnegie Endowment for International Peace
Abstract:: China has deepened its economic engagement with Pakistan through elite-centered negotiations over the routes and projects of the China-Pakistan Economic Corridor (CPEC). But elites are not the whole story: China has made inroads beyond Pakistan’s political elites with a broader array of local stakeholders in the country’s education, media, and energy sectors. Pull factors in each of these areas are giving local Pakistani actors incentives to develop closer relationships with Chinese actors. In education, China’s status as a rising global power and the promise of future economic returns have driven ever more Pakistanis to learn Mandarin and opt to study abroad in China. In the media sector, the financial pressures facing Pakistan’s private media houses have contributed to increasing domestic buy-in for news sharing agreements with Chinese media organizations. In the power sector, the lack of alternative sources of external funding for local Pakistani conglomerates has resulted in the emergence of joint ventures on electricity generation projects with large Chinese state-owned enterprises (SOEs). At the same time, Chinese government policies are serving as push factors to incentivize Chinese actors to expand their interactions in different segments of Pakistani society. For example, China has opened and sponsors Confucius Institutes and classrooms across Pakistan, while also offering scholarships to Pakistani students interested in studying in China. As Chinese firms have expanded their presence in Pakistan, they have worked with local universities to adapt to local customs and cultural and religious values. In media circles, stakeholders like China’s Xinhua News Agency have worked with local Pakistani media outlets to localize information dissemination and shape Pakistani public opinion on important international issues in ways that are in sync with Beijing’s worldview. And Chinese investment in Pakistan’s power sector is aligned with Chinese SOEs’ Go Global strategy and the expansion of these firms’ operations in overseas markets as part of the BRI. China’s engagement with Pakistani political, social, and economic institutions comes in response to local conditions. By adapting to these conditions and working through local institutions and actors, a host of Chinese actors are poised to continue deepening their interactions with different parts of Pakistani society.
Topic:: Education, Partnerships, Media, Economy, and Engagement
Political Geography:: Pakistan, China, South Asia, and Asia

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

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

56. The Link Between Global Value Chain Activity and Local Human Capital: Evidence from Indonesia’s Manufacturing Sector

Author:: Rashesh Shrestha and Deborah Winkler
Publication Date:: 02-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: For developing countries, participation in global value chains (GVCs) provides an opportunity to expand domestic human capital. Since GVC firms require qualified workers to meet high production standards, they have an incentive to invest directly in their workers’ skills or to raise the demand for skilled workers, which indirectly creates an incentive for workers to enrol in vocational education. This paper explores the relationship between GVC activity and workers’ skills in Indonesia. It combines National Labor Force Survey (SAKERNAS) data with the Large/Medium Industry Survey (IBS) to construct a pooled cross-sectional data set of Indonesian manufacturing workers which takes into account measures of GVC activity at the district-sector-year level. The findings suggest that higher GVC activity in a worker’s district-sector-year is linked to a higher likelihood of vocational education of individual workers. A separate panel data analysis at the district level confirms the positive relationship between GVC activity and human capital. Finally, the results indicate that the wage premium for vocational education is higher in districts with greater intensity of GVC activity.
Topic:: Development, Education, Training, Manufacturing, Industry, and Global Value Chains
Political Geography:: Indonesia, Asia, and Southeast Asia

57. Birth Order, Sibling Sex Composition, and Quantity–Quality Trade-offs – Evidence from India

Author:: Ilke Onur and Malathi Velamuri
Publication Date:: 02-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: We use two waves of data from the India Human Development Survey to investigate the effect of family size on (i) parental expenditures on children’s education; and (ii) test scores of proficiency in reading, writing, and maths for 8–11-year-old children. We investigate whether these effects vary by gender, birth order of children, and sibling sex composition. We address the endogeneity of family size, using an instrumental variable approach. Our ordinary least squares estimates provide evidence of quantity–quality trade-offs in children’s educational expenditures, the existence of birth-order effects, and a sizeable pro-son bias. For test scores as well, ordinary least squares estimates indicate negative spillovers from additional children. The instrumental variable estimates, in contrast, find no evidence of quantity–quality trade-offs, birth order, or sibling sex composition effects in either expenditures or test scores. However, instrumental variable estimates of the male premium are bigger than ordinary least squares estimates. They also suggest that children enrolled in private schools do no better than those in government schools. Moreover, the advantage that boys appear to have over girls in maths is largely reversed in private schools.
Topic:: Education, Gender Issues, Children, and Family
Political Geography:: India and Asia

58. Education for All? Assessing the Impact of Socio-economic Disparity on Learning Engagement During the COVID-19 Pandemic in Indonesia

Author:: Samuel Nursamsu, Winsu Harto Adiwijoyo, and Anissa Rahmawati
Publication Date:: 10-2021
Content Type:: Research Paper
Institution:: Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:: This paper attempts to shed light on the impact of socio-economic disparity on learning engagement during the COVID-19 pandemic in Indonesia. Utilising search intensity data from Google Trends, school data from Dapodik (Education Core Database), and socio-economic data from the National Socioeconomic Survey, we conduct descriptive analysis, an event study, and difference-in-difference estimations. First, school quality differs in terms of the regions’ development level, especially between western and eastern Indonesia. However, densely populated and well-developed areas generally have lower offline classroom availability. In addition, the quality of public schools is generally lower than private schools. Second, our estimation results show that only online-classroom related search intensity that increased significantly after school closures on 16 March 2020, not in self-learning related search intensity. Further the analysis shows that socio-economic disparity within provinces widens the gap in online learning engagement, albeit with weak evidence from per capita expenditure. Interestingly, provinces with a higher inequality and rural population tend to have higher self-learning related search intensity due to students’ necessity to compensate for low learning quality from schools. In addition, technology adoption does not seem to give much of an increase to online-classroom related search intensity but contributes to lower self-learning related search intensity due to increased academic distraction. Our study provides evidence for the Indonesian government to make more precise policy in improving learning quality during the pandemic.
Topic:: Education, Children, Inequality, Pandemic, COVID-19, Socioeconomics, and Public Schools
Political Geography:: Indonesia and Asia

59. The Divide between Economic History and History: From Ideology to Methodology

Author:: Gavin Wright
Publication Date:: 03-2021
Content Type:: Policy Brief
Institution:: Economics for Inclusive Prosperity (EfIP)
Abstract:: I attended grad school at Yale in the late 1960s, when the New Economic History was on the ascendancy. Although the NEH was mainly in economics, the broader field of economic history clearly included members of both parent disciplines. At Yale, history grad students like Jan de Vries and Fred Carstensen could do an economic history track by taking a few core econ courses. There was also fair amount of common cause with a movement called the New Social History, interested in pursuing quantification to write “history from the bottom up.” Membership and presidents of the Economic History Association were about equally divided between the two disciplines. When I started at Michigan in 1972, there were two card-carrying economic historians in the history department (Sylvia Thrupp and Jacob Price), and similar lineups were not unusual elsewhere. The era of coexistence came to an abrupt end with the publication of Time on the Cross by Fogel and Engerman in 1974. The book was controversial not just because of its claims about slavery in the United States — that slavery was efficient, productive, and not all bad for the slaves — but because these claims were presented as a summation of research by cliometric economic historians over the previous decade or more. Even though some of the most robust critiques came from within economic history — consolidated in Reckoning with Slavery, published in 1976 — many historians felt that any discipline that could generate such an offensive brand of history did not deserve respectful intellectual status. In truth, History was probably going its own way towards the “cultural turn” anyway. To the extent that economic history had something to do with this move, it would have been a reaction to the observation that much of the new work seemed drawn moth-like to the discovery of markets and market processes in history, concluding that “markets worked.” Bill Parker remarked on this tendency in his presidential address to the EHA: “From Old to New to Old in Economic History” (JEH 1971), describing the NEH as “a gigantic test of the hypothesis of economic rationality of a system and of the behavior of individuals within it.” Robert Lucas wrote: “The central lesson of research in economic history is that neoclassical economics applies anytime, anywhere.” This now seems like something of a caricature, but for the NEH roughly through the 1970s, Lucas was largely correct. A case in point that mattered to many historians was the agricultural regime of the postbellum South. Works published in the 1970s by Joseph Reid, Stephen DeCanio and Robert Higgs all concluded that sharecropping was not an exploitive economic form, and that any racial oppression that did occur was rooted in politics rather than markets. Small wonder that historians found little to attract them to this style of research.
Topic:: Economics, Education, History, Slavery, Ideology, and Macroeconomics
Political Geography:: United States

60. A quarter century of ‘The Proper Scope of Government’: Theory and Applications

Author:: Oliver Hart
Publication Date:: 02-2021
Content Type:: Working Paper
Institution:: Walter H. Shorenstein Asia-Pacific Research Center
Abstract:: A quarter-century ago in a seminal paper, Hart, Shleifer, and Vishny (NBER1996, QJE1997) developed a theory of the ‘Proper Scope of Government.’ Oliver Hart, 2016 Nobel Laureate, reflects on that framework and its place in economics, as well as the inspiration for his more recent work on norms, guiding principles, and contracts as reference points. In discussion with Karen Eggleston, Hart answers questions posed by economists who have built upon Hart, Shleifer and Vishny (1997) and offers insights on how the theory applies to understanding public and private roles in healthcare, education, and other publicly-financed services.
Topic:: Education, Privatization, Political Theory, Governance, Health Care Policy, Social Services, and Public Service
Political Geography:: Global Focus

61. How Can Europe Deliver on the Potential of Talent Partnerships?

Author:: Kate Hooper
Publication Date:: 12-2021
Content Type:: Policy Brief
Institution:: Migration Policy Institute (MPI)
Abstract:: Europe faces a looming shortage in skilled workers, one linked to both growing demand in knowledge- and service-intensive sectors and to its aging population and shrinking workforce. For education and training systems, the question is how to train people for the jobs of tomorrow. For migration policymakers, the question is how to attract and retain foreign workers with in-demand skills and experience to help address the shortfall. These priorities are reflected in the European Commission’s New Pact on Migration and Asylum and in the Talent Partnerships the pact proposes. These partnerships will combine new mobility schemes for workers or students from certain non-EU countries with related investments in capacity-building in partner countries, with the aim of attracting talent to Europe and fostering deeper cooperation with third countries on migration. As the European Commission and its partners prepare to launch the first Talent Partnerships in 2022, this MPI Europe policy brief explores how and under what conditions the partnerships could help meet Europe’s labor market needs and provide more tangible benefits for partner countries and migrants themselves. It draws on the experiences of the European Union’s legal migration pilot projects and other past mobility schemes, as well as expert insights, to offer lessons learned on issues including: selecting which countries to partner with, building flexibility into mobility schemes, and thinking critically about how these schemes can dovetail with other policy interventions.
Topic:: Development, Education, International Cooperation, Brain Drain, Employment, Workforce, Skills, and Immigration Policy
Political Geography:: Europe

62. COVID-19 and the Demand for Labor and Skills in Europe: Early Evidence and Implications for Migration Policy

Author:: Terence Hogarth
Publication Date:: 02-2021
Content Type:: Policy Brief
Institution:: Migration Policy Institute (MPI)
Abstract:: The European Union and several of its Member States have in recent years launched policies designed to increase the demand for and supply of skilled workers in Europe. This includes educating or attracting non-EU workers with in-demand digital skills and those with the expertise needed to further other policy aims, such as the European Union’s Green Deal. These were already ambitious goals before the COVID-19 pandemic hit, heralding an economic recession and high levels of unemployment. Weathering this crisis and setting the stage for a speedy recovery are now top priorities for policymakers across Europe. Yet longer-term labor market trends linked to technological developments and demographic shifts in some countries—as residents age and older workers leave the workforce—remain important, even as pandemic-related labor market disruptions and constrained national budgets may make pursuing policies to adapt to these changes more difficult. This MPI Europe issue brief explores how the pandemic is shaping the demand for workers and skills in the European Union, and how policymakers can respond to these trends. It also considers how leaders can keep one eye on Europe’s longer-term skills needs. Among its recommendations are investments in education and training systems; in measures that ensure migrants living in Europe are able to successfully integrate into the labor market and apply their skills; and in data-driven, transparent mechanisms to detect where resident workers are unable to meet labor demands and migration from beyond the European Union may be needed.
Topic:: Education, Migration, Labor Issues, Economy, Integration, COVID-19, Workforce, and Skills
Political Geography:: Europe

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

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

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

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

65. The Impact of the Covid-19 Pandemic on Public School Education

Author:: Accountability Initiative
Publication Date:: 01-2021
Content Type:: Policy Brief
Institution:: Centre for Policy Research, India
Abstract:: This brief presents some of the key effects of the COVID-19 pandemic on India’s public school education, focussing specifically on children. It begins with a discussion of the pre-pandemic status of school education and key policy shifts over the past few years, and provides an overview of the principal issues arising from the pandemic and the resulting school closures. It then offers potential policy suggestions to address these challenges, and thereby ensuring quality education to all children.
Topic:: Education, Health, Children, and COVID-19
Political Geography:: South Asia and India

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

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

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

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

68. First Response: Initial COVID-19 Actions from the IIENetwork

Author:: Clare Overmann, Lindsay Calvert, and Sylvia Jons
Publication Date:: 02-2021
Content Type:: Policy Brief
Institution:: Institute of International Education
Abstract:: At the onset of the COVID-19 crisis, IIE launched the IIE Network Engagement Series, which consists of thought leadership webinars and interactive small group discussions, called Day-by-Days. These events offered a platform for practitioners and leaders from the field to share their experiences from the first weeks and months of the crisis. These responses and others are captured in this publication to highlight the practices that worked during COVID-19 and to act as an informal reference on how to handle future crises.
Topic:: Education, Crisis Management, Higher Education, and COVID-19
Political Geography:: Global Focus and United States of America

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

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

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

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

71. To Rescue Scholars is to Rescue the Future

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

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

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

73. Educational Policies and Healthy Aging in China

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

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

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

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

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

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

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

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

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

78. Strengthening basic Education in Ghana

Author:: Paul Osei-Kuffour and Kofi Asare
Publication Date:: 03-2021
Content Type:: Policy Brief
Institution:: Ghana Center for Democratic Development
Abstract:: The lack of adequate qualified teachers in rural schools, inadequate financing of basic education at the school/district level and delayed release of the Capitation Grant, lack of teacher accountability, lack of transparency, accountability, and value for money in education spending and low parental support for basic education continue to plague equitable progress in basic education.
Topic:: Education, Government, Public Sector, Rural, and Public Service
Political Geography:: Africa and Ghana

79. Public development aid should refocus on agriculture and education in Africa

Author:: Louis Caudron
Publication Date:: 03-2021
Content Type:: Policy Brief
Institution:: Robert Schuman Foundation (RSF)
Abstract:: On 18 December 2020, the European Commission welcomed the political agreement reached between the European Parliament and the Member States allocating €79.5 billion to a new Neighbourhood, Development Cooperation and International Cooperation Instrument (NDCI) for the period 2021- 2027. Since its creation, the European Union has been a major player in public aid granted by rich countries to developing countries. The European Development Fund (EDF) was launched by the Treaty of Rome in 1957 and for decades provided aid to the former colonies in Africa, the Caribbean and the Pacific (ACP). The eleventh EDF, covering the period 2014- 2020 with a budget of €30.5 billion, will be replaced by the NDICI (Neighbourhood, Development and International Cooperation Instrument). The Union and its Member States are the world's largest donor of official development assistance. Their contribution of €74.4 billion in 2018 represents more than half of the OECD countries’ Official Development Assistance ($150 billion in 2018).
Topic:: Agriculture, Development, Education, and Foreign Aid
Political Geography:: Africa and Europe

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

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

81. The changing nature of work and earnings inequality in China

Author:: Chunbing Xing
Publication Date:: 06-2021
Content Type:: Working Paper
Institution:: United Nations University
Abstract:: This paper examines the evolution of China’s industrial and occupational structure in the last two decades and its impact on wage inequality. We find that non-routine cognitive and interpersonal tasks have increased, while routine cognitive tasks first increased and then declined. Occupation structural change is accompanying rising wage inequality. The wage premium for educated workers rose sharply in the 1990s and remained high thereafter. Occupations with high routine task intensity are associated with lower wages. While the return to education has become the largest contributor to wage inequality, routine task intensities have yet to play a significant role.
Topic:: Education, Labor Issues, Employment, Inequality, and Work Culture
Political Geography:: China and Asia

82. The Role of International Educational Exchange in Turkish Foreign Policy as a Reconstructed Soft Power Tool

Author:: Fatma Aslı Kelkitli
Publication Date:: 01-2021
Content Type:: Journal Article
Journal:: All Azimuth: A Journal of Foreign Policy and Peace
Institution:: Center for Foreign Policy and Peace Research
Abstract:: International educational exchange has been used frequently as a foreign policy instrument by leading actors of the international arena since the post-Second World War years. This article on the other hand, aims to throw light on the policies and actions of a middle power; namely, Turkey, which has been designing various international scholarship programs for foreign policy ends since the early 1990s. Following a brief evaluation of the international educational exchange programs launched by the USA, Russia, the UK, the EU and China for foreign policy purposes, the study examines the Great Student Exchange Project introduced by Turkey in 1992 to carve out an influential place for itself in the South Caucasus and Central Asia. It will then delve into the Türkiye Scholarships Program, Mevlana Exchange Program and the scholarship programs of the Türkiye Diyanet Foundation, which have been introduced during the Justice and Development Party period to build up and/or boost friendly ties between Turkey and various targeted countries. The study finalizes by investigating the impact of these scholarship programs on the realization of Turkey’s foreign policy goals by exploring to what extent the sending countries align their foreign policy preferences with those of Turkey through analysis of their voting behaviours in the United Nations General Assembly.
Topic:: Foreign Policy, Education, Soft Power, Higher Education, and Scholarships
Political Geography:: Turkey and Middle East

83. Private Schooling after a Year of COVID-19: How the Private Sector Has Fared and How to Keep It Healthy

Author:: Neal McCluskey
Publication Date:: 04-2021
Content Type:: Commentary and Analysis
Institution:: The Cato Institute
Abstract:: In one year, COVID-19 contributed to the permanent closure of at least 132 mainly low‐cost private schools. But that was better than some feared. As COVID-19 struck the United States in March 2020, sending the nation into lockdown, worry about the fate of private schools was high. These schools, which only survive if people can pay for them, seemed to face deep trouble. Many private schools have thin financial margins even in good economic times and rely not only on tuition but also on fundraisers, such as in‐person auctions, to make ends meet. When the pandemic hit, many such events were canceled, and churches no longer met in person, threatening contributions that help support some private schools. Simultaneously, many private schooling families faced tighter finances, making private schooling less affordable. Finally, families that could still afford private schooling might have concluded that continuing to pay for education that was going to be online‐only made little sense.
Topic:: Education, COVID-19, and Private Schools
Political Geography:: North America and United States of America

84. Reimagining K-12: Emerging from Disruption with Insights for Reform

Author:: Committee for Economic Development of the Conference Board
Publication Date:: 06-2021
Content Type:: Policy Brief
Institution:: The Conference Board
Abstract:: In March 2020, at the start of the COVID-19 pandemic, K-12 schools struggled to transition to remote learning. School districts across the country with differing budgets and technological infrastructure responded uniquely, achieving differing levels of success. The transition to remote learning during the pandemic exposed a deep digital and device divide, widened achievement gaps between students in low- and high-income households, and imposed a physical and emotional toll. Even prior to the pandemic, according to international assessments of student achievement, American children were performing below the OECD average in math, and performance gaps between low- and high-income students were widening faster in the US than in other countries, especially in reading. Pandemic-related school closures and remote learning mandates exacerbated existing inequities domestically. Remote learning has been widespread during the pandemic. Near the end of the 2020–2021 school year, 49 percent of households with children enrolled in public or private schools reported that children were still receiving at least some virtual or online instruction (Chart 2). (In some cases, this included on-campus students logging on to virtual lessons from inside their classrooms, despite their schools having reopened to physical learning.) Virtual instruction is down to about half from the nearly two-thirds of households who reported children moving to at least some online learning at the beginning of the school year.1 However, more than a year after the onset of the COVID-19 pandemic, many children are still subject to the learning limitations of emergency remote learning models.
Topic:: Education, Pandemic, and COVID-19
Political Geography:: North America and United States of America

85. South Africa's Migration Dynamics: From Segregation to Integration

Author:: Bianca-Anastasia Ionel and George Mihai Constantinescu
Publication Date:: 06-2021
Content Type:: Journal Article
Journal:: Journal of Liberty and International Affairs
Institution:: Institute for Research and European Studies (IRES)
Abstract:: Migration is an extremely complex and sensitive concept. The main research purpose is the migration phenomena from the perspective of integration policies adopted by the country of destination concerning the process of cross-border immigration. In this research, we used as a case study the events in South Africa from 2014 until 2019. We chose this country because of its economic development, relative prosperity being one of the main reasons why migrants chose this country. The government is obliged to rethink its policies regarding the status of migrants. Using a qualitative approach, we used four levels of analysis (access to education, labor market, healthcare, political participation) to conduct an exploratory study on how South Africa’s government manages the integration policies. Using official documents and media articles we tried to determine the main characteristics of public policies in regards to integration in terms of social, economics, and politics.
Topic:: Education, Immigration, Citizenship, Integration, Labor Market, and Segregation
Political Geography:: Africa and South Africa

86. Mass Incarceration Retards Racial Integration

Author:: Peter Temin
Publication Date:: 04-2021
Content Type:: Working Paper
Institution:: Institute for New Economic Thinking (INET)
Abstract:: President Nixon replaced President Johnson’s War on Poverty with his War on Drugs in 1971. This new drug war was expanded by President Reagan and others to create mass incarceration. The United States currently has a higher percentage of its citizens incarcerated than any other industrial country. Although Blacks are only 13 percent of the population, they are 40 percent of the incarcerated. The literatures on the causes and effects of mass incarceration are largely distinct, and I combine them to show the effects of mass incarceration on racial integration. Racial prejudice produced mass incarceration, and mass incarceration now retards racial integration.
Topic:: Education, War on Drugs, Mass Incarceration, Integration, and Racism
Political Geography:: North America and United States of America

87. How Milton Friedman Exploited White Supremacy to Privatize Education

Author:: Nancy MacLean
Publication Date:: 09-2021
Content Type:: Working Paper
Institution:: Institute for New Economic Thinking (INET)
Abstract:: This paper traces the origins of today’s campaigns for school vouchers and other modes of public funding for private education to efforts by Milton Friedman beginning in 1955. It reveals that the endgame of the “school choice” enterprise for libertarians was not then— and is not now--to enhance education for all children; it was a strategy, ultimately, to offload the full cost of schooling onto parents as part of a larger quest to privatize public services and resources. Based on extensive original archival research, this paper shows how Friedman’s case for vouchers to promote “educational freedom” buttressed the case of Southern advocates of the policy of massive resistance to Brown v. Board of Education. His approach—supported by many other Mont Pelerin Society members and leading libertarians of the day --taught white supremacists a more sophisticated, and for more than a decade, court-proof way to preserve Jim Crow. All they had to do was cease overt focus on race and instead deploy a neoliberal language of personal liberty, government failure and the need for market competition in the provision of public education.
Topic:: Economics, Education, Supreme Court, White Supremacy, Segregation, Private Schools, School Choice, and Public Schools
Political Geography:: North America and United States of America

88. Rural-Urban Migration in South Asia: A Case Study of Pakistan

Author:: Aliya Naz and Farzana Naheed Khan
Publication Date:: 01-2021
Content Type:: Journal Article
Journal:: South Asian Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: The recent estimates suggest that South Asia is the least urbanized region in the world, however, Pakistan is one of the most urbanized countries in this region. Rural-urban migration is considered the main cause of urbanization and an inherent part of economic development process. Therefore, this study examines the determinants of rural-urban migration in Pakistan and utilizes two waves of Labour Force Survey of Pakistan (2006 & 2018). The study finds that there are various determinants of migration such as age, gender, marital status and education but higher levels of education appear to be important determinants of migration. This finding suggests that migration decision is positively linked to the human capital embodied in the individual. Therefore, policy makers should focus on the provision of higher education institutions. So, people may contribute to their own development as well as to the development of the country.
Topic:: Education, Migration, Labor Issues, Urban, and Rural
Political Geography:: Pakistan and Middle East

89. South Asian Universities: Effect of Personality Traits on Procrastination of Students at University Level

Author:: Ghazala Noureen, Anam Noshaba, Mahnoor Naveed, and Nadia Saleem
Publication Date:: 01-2021
Content Type:: Journal Article
Journal:: South Asian Studies
Institution:: Department of Political Science, University of the Punjab
Abstract:: This study examined the effect of personality traits on procrastination of university students. All the students enrolled in public and private universities of the Punjab were population of the study. Sample was comprised of 500 students which were selected through convenient sampling technique. Due to Covid-19 convenient sampling technique was used. Two instruments were used to measure personality traits and procrastination. Big Five Inventory was used to measure personality traits and 20-item Procrastination Scale was used to measure procrastination. Structural Equation Modeling (SEM) was used to analyze the data. It was found that sample data fit the hypothetical model well. Randomly selected large sample is recommended to further probe the cause-effect relationship of variables understudy.
Topic:: Education, Labor Issues, Psychology, Higher Education, Students, and Personality
Political Geography:: South Asia and Asia

90. Let’s Take the Con Out of Randomized Control Trials in Development: The Puzzles and Paradoxes of External Validity, Empirically Illustrated

Author:: Lant Pritchett
Publication Date:: 05-2021
Content Type:: Working Paper
Institution:: The John F. Kennedy School of Government at Harvard University
Abstract:: The enthusiasm for the potential of RCTs in development rests in part on the assumption that the use of the rigorous evidence that emerges from an RCT (or from a small set of studies identified as rigorous in a “systematic” review) leads to the adoption of more effective policies, programs or projects. However, the supposed benefits of using rigorous evidence for “evidence based” policy making depend critically on the extent to which there is external validity. If estimates of causal impact or treatment effects that have internal validity (are unbiased) in one context (where the relevant “context” could be country, region, implementing organization, complementary policies, initial conditions, etc.) cannot be applied to another context then applying evidence that is rigorous in one context may actually reduce predictive accuracy in other contexts relative to simple evidence from that context—even if that evidence is biased (Pritchett and Sandefur 2015). Using empirical estimates from a large number of developing countries of the difference in student learning in public and private schools (just as one potential policy application) I show that commonly made assumptions about external validity are, in the face of the actual observed heterogeneity across contexts, both logically incoherent and empirically unhelpful. Logically incoherent, in that it is impossible to reconcile general claims about external validity of rigorous estimates of causal impact and the heterogeneity of the raw facts about differentials. Empirically unhelpful in that using a single (or small set) of rigorous estimates to apply to all other actually leads to a larger root mean square error of prediction of the “true” causal impact across contexts than just using the estimates from non-experimental data from each country. In the data about private and public schools, under plausible assumptions, an exclusive reliance on the rigorous evidence has RMSE three times worse than using the biased OLS result from each context. In making policy decisions one needs to rely on an understanding of the relevant phenomena that encompasses all of the available evidence.
Topic:: Development, Economics, Education, and Public Policy
Political Geography:: Global Focus

91. A Generation of Italian Economists

Author:: Enrico Nano, Ugo Panizza, and Martina Viarengo
Publication Date:: 05-2021
Content Type:: Working Paper
Institution:: The John F. Kennedy School of Government at Harvard University
Abstract:: We examine the role of financial aid in shaping the formation of human capital in economics. Specifically, we study the impact of a large merit-based scholarship for graduate studies in affecting individuals’ occupational choices, career trajectories, and labor market outcomes of a generation of Italian economists with special focus on gender gaps and the role of social mobility. We construct a unique dataset that combines archival sources and includes microdata for the universe of applicants to the scholarship program and follow these individuals over their professional life. Our unique sample that focuses on the high end of the talent and ability distribution also allows us to analyze the characteristics of top graduates, a group which tends to be under-sampled in most surveys. We discuss five main results. First, women are less likely to be shortlisted for a scholarship as they tend to receive lower scores in the most subjective criteria used in the initial screening of candidates. Second, scholarship winners are much more likely to choose a research career and this effect is larger for women. Third, women who work in Italian universities tend to have less citations than men who work in Italy. However, the citation gender gap is smaller for candidates who received a scholarship. Fourth, women take longer to be promoted to the rank of full professor, even after controlling for academic productivity. Fifth, it is easier to become a high achiever for individuals from households with a lower socio-economic status if they reside in high social mobility provinces. However, high-achievers from lower socio-economic status households face an up-hill battle even in high social mobility provinces.
Topic:: Economics, Education, Gender Issues, Human Capital, Career, and Financial Aid
Political Geography:: Europe and Italy

92. The Measurement of The Students’ Attitudes Regarding Tax Consciousness: A Case Study

Author:: Ufuk Gergerli̇oğlu and Deniz Aytaç
Publication Date:: 07-2021
Content Type:: Journal Article
Journal:: AURUM Journal of Social Sciences
Institution:: Altinbas University
Abstract:: Tax consciousness means to follow the changes in tax legislation and obtain adequate information regarding tax practices. It is not possible to mention tax compliance without having sufficient tax consciousness. Therefore, efforts to increase tax consciousness are important. If attempts start at an early age, it can be beneficial. In this context, this study aims to reveal tax consciousness levels for university students regarding the impact components of tax consciousness. The data was obtained from 385 students who study at the Faculty of Economics and Administrative Sciences at Hitit University through questionnaires. The collected data were analyzed by using the Statistical Package for Social Science (SPSS) version 19. The result of this study demonstrated that 67% of students who participated in the survey believe that education in the family has a substantial role in the improvement of tax consciousness.
Topic:: Education, Economy, Tax Systems, and Survey
Political Geography:: Turkey, Middle East, and Mediterranean

93. Can Sisyphus Win? Reforming Diplomacy for New Challenges

Author:: June Carter Perry
Publication Date:: 02-2021
Content Type:: Journal Article
Journal:: American Diplomacy
Institution:: American Diplomacy
Abstract:: Moving the bureaucracy is akin to Sisyphus: forever pushing the rock up the hill only to have it roll back. However, with a renewed interest in making diplomacy and the State Department more effective and equitable, the New Year brings a plethora of reports and recommendations to align the oldest and premier United States agency into an institution prepared to meet contemporary challenges. Four of the most prominent reports comes from the American Academy of Diplomacy, the Association of Black American Ambassadors (ABAA), the Belfer Center at Harvard, and the Council on Foreign Relations. The brain trusts of these groups are lifelong diplomats, foreign affairs think tanks, State Department affinity groups, and universities. All put forward overlapping themes: high level responsibility to improve diversity, extensive training and education, and commitment to strengthen State’s relationship with Congress to significantly increase resources.
Topic:: Diplomacy, Education, and State Department
Political Geography:: United States of America

94. 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

95. 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

96. 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

97. Educating Refugees in Lebanon

Author:: Wissam Fakih
Publication Date:: 06-2021
Content Type:: Special Report
Institution:: Center for Contemporary Arab Studies
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

98. 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

99. 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

100. 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

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COLUMBIA UNIVERSITY PRESS