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1. 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

2. 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

3. 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

4. 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

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

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

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

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

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

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

8. The Insurance Implications of Government Student Loan Repayment Schemes

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

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

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

10. Leading with Resilience: COVID-19 Learnings

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

11. Spring 2023 Snapshot on International Educational Exchange

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

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

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

13. United Kingdom Engagement with North Korea

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

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

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

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

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

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

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

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

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

18. Internationalising Indian Education: Work Visas for Foreign Students

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

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

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

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

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

21. Towards an Intersectional Feminist Development Policy for Germany

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

22. Teacher Attrition: Why do Public Teachers Leave?

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

23. Policy landscape 2023

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

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

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

25. Inequality in Chile: Perceptions and Patterns

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

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

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

27. Budget Brief: Pradhan Mantri Poshan Shakti Nirman

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

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

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

29. 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

30. 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

31. 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

32. 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

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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

40. 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

41. Inclusive Education: Overcoming Barriers for Students with Disability in ASEAN

Author:
Rubeena Singh
Publication Date:
10-2022
Content Type:
Policy Brief
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This policy brief highlights current practices in inclusive education in elementary and secondary schools at the regional level. Please refer to the complementary research paper for detailed information at the country level. Based on analysis of current practices, many countries are making a great effort to include students with disabilities; however, there are gaps in practice and variable understanding of the word ‘inclusion’. This brief provides a framework for action – specifically for schools, ministries, and the Association of Southeast Asian Nations (ASEAN) Member States – to implement the ASEAN Comprehensive Recovery Framework. This can help with an inclusive post-coronavirus disease (COVID-19) recovery, as well as address the United Nations Sustainable Development Goals.
Topic:
Education, Disability, Students, and Inclusion
Political Geography:
Asia and ASEAN

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

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

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

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

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

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

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

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

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

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

47. Professing Literature: The Example of Austin Warren

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

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

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

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

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

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

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