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21. 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

22. Palestine Comes to Paris: The Global Sixties and the Making of a Universal Cause

Author:
Yoav Di-Capua
Publication Date:
01-2021
Content Type:
Journal Article
Journal:
Journal of Palestine Studies
Institution:
Institute for Palestine Studies
Abstract:
In the early 1960s, Israeli diplomats based in Paris noted that student life there had become political in new ways that threatened to undermine Israel’s image and standing in the public mind. In an effort to understand the growing international student body and its nine thousand wellintegrated Arab students, the embassy asked Israeli students to spy on their colleagues and submit detailed reports about their political associations, thoughts, opinions, connections, whereabouts, and much else. Using the reports and other auxiliary material that the Israeli diplomats collected, this article examines the formation process of a unique, student-led intellectual and political ecosystem. Specifically, it shows how, in tandem with the rise of the New Arab Left and other transnational student collaborations, the Palestinian question grew from a marginal and marginalized issue to a major cause that was deeply entwined with other contemporaneous causes of universal resonance, such as those of South Africa, Rhodesia, and Algeria.
Topic:
Diplomacy, Intellectual History, and Students
Political Geography:
Israel, France, and Palestine

23. International Student Mobility Flows and COVID-19 Realities

Author:
Leah Mason
Publication Date:
08-2021
Content Type:
Special Report
Institution:
Institute of International Education (IIE)
Abstract:
The flow of international students crossing borders to pursue educational opportunities has been significantly affected by the COVID‐19 pandemic, causing higher education systems worldwide to consider the context and realities of global academic mobility before and after the health crisis. This joint paper by the Institute of International Education (IIE) and IC3 analyzes significant international student mobility trends before the COVID‐19 pandemic, the role of the United States and other host countries in offering international students academic opportunities, and the increased competitiveness among countries to attract international students. The paper will provide an overview of the global mobility flows to and from major world regions in the 2019/2020 academic year. The paper will then consider the effects of COVID‐19 on global student mobility and how the pandemic has comparatively affected international students and the countries that serve as their hosts.
Topic:
Mobility, Higher Education, Students, and COVID-19
Political Geography:
Global Focus and United States of America

24. Transnational Histories of Palestinian Youth Organizing in the United States

Author:
Loubna Qutami
Publication Date:
06-2021
Content Type:
Journal Article
Journal:
Journal of Palestine Studies
Institution:
Institute for Palestine Studies
Abstract:
This article explores the transnational histories that have conditioned Palestinian youth organizing in the United States from the 1950s to the present day. It examines the organizational vehicles of earlier generations of activists such as the Organization of Arab Students (OAS) and the General Union of Palestinian Students (GUPS) to trace the formation of the U.S. chapter of the transnational Palestinian Youth Movement (PYM). It argues that in the Oslo and post-Oslo eras, which severed the Palestinian diaspora from the national body politic and the rich Palestinian organizational histories of the pre-1993 period, the lessons of their forerunners are instructive for PYM’s new generation of organizers. The article posits that transnational connections have profound implications for localized U.S. political organizing and that contemporary Palestinian youth organizing is part of a historical continuum. Drawing on oral history and scholar-activist ethnographic methods, the article situates contemporary youth organizing in its transnational and historical contexts.
Topic:
Transnational Actors, Students, Oslo Accords, and Israeli–Palestinian Conflict
Political Geography:
United States and Palestine

25. National interests and the impact of student mobility: the case of Canada and Brazil

Author:
W. E. (Ted) Hewitt
Publication Date:
12-2020
Content Type:
Journal Article
Journal:
Revista Brasileira de Política Internacional (RBPI)
Institution:
Instituto Brasileiro de Relações Internacionais (IBRI)
Abstract:
While there is a growing literature on the trend towards international student mobility, few if any studies have focused on the relative impact of student exchange for promoting national interests and relationship building between specific countries. This study seeks to address this gap through an in-depth analysis of Brazil’s Science Without Borders programme and its implications for the country’s relationship with Canada. The study reveals that student mobility between the two countries effected by this programme provide significant advantage to both countries, not least of which will likely have positive implications for Canadian-Brazilian interaction.
Topic:
Science and Technology, Mobility, Higher Education, and Students
Political Geography:
Canada, Brazil, South America, and North America

26. Making the Case: Solving the Student Debt Crisis

Author:
Tim Shaw and Kiese Hansen
Publication Date:
03-2020
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
For people across the United States, student loan debt is a growing portion of the household balance sheet. More than 40 million Americans have outstanding student loan balances. In 2019, the total amount of student debt owed surpassed $1.5 trillion, now the largest source of non-mortgage debt.
Topic:
Debt, Education, Students, and Student Loans
Political Geography:
North America and United States of America

27. Attitude of Students of Gedu College of Business Studies Towards Reading Dzongkha

Author:
Chencho Wangchuk
Publication Date:
11-2020
Content Type:
Journal Article
Journal:
Journal of Bhutan Studies
Institution:
Centre for Bhutan & GNH Studies (CBS)
Abstract:
This study examined the attitude of Gedu College of Business Studies towards reading Dzongkha, their reading choice between Dzongkha and English, and attitudinal difference between the two groups. Descriptive analysis of the survey responses found respondents’ attitude positive towards reading Dzongkha. No statistically significant attitudinal difference was observed between the two groups, however. In contrast to their positive attitude towards reading Dzongkha, majority of the respondents’ preferred choice of reading was English owing to reasons such as access to and availability of reading materials, employability, and its widespread usage as a lingua franca. The mismatch observed between attitude and reality implies a need to increase both accessibility and availability of Dzongkha reading resources in school libraries. One way to fulfil them could be reintroduction of teaching subjects such as environmental studies and Bhutan history in Dzongkha. Enforcing a requirement to produce Dzongkha proficiency test results, like the ones in English, for any scholarship and employment purposes could possibly increase usage and assist in promoting Dzongkha as the national language. Otherwise, excessive usage of and reliance on English may result in loss of Bhutan’s ethno-linguistic and socio-cultural attributes which are symbolisms of her sovereignty.
Topic:
Education, Sovereignty, Culture, Language, and Students
Political Geography:
Bhutan

28. The North Korea Nuclear Deal: Our Students Did It

Author:
Micheline Calmy-Rey and Marc Finaud
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Pacific Forum
Abstract:
There is no end in sight to the North Korean nuclear problem. And yet a group of international students in Geneva, Switzerland, have sketched out the contours of a possible deal. Their work, which describes mutual concessions and when/how they should be implemented, offers each of the concerned parties some helpful ideas on how to achieve a much-needed agreement.
Topic:
Treaties and Agreements, Nonproliferation, Denuclearization, and Students
Political Geography:
North Korea

29. Students’ opinions about the subject of Security Education in upper secondary schools

Author:
Barbara Drapikowska
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The article is empirical and constitutes a qualitative analysis of students’ attitudes towards the implementation of the subject of Security Education in upper secondary schools to which they attended. The research attention was focused on the form of conducting classes, issues raised on the subject, assessment of their usefulness and proposals for improvements presented by students. The self-assessment of self-attitude towards the subject and level involved in the acquisition of the core curriculum was also presented.
Topic:
Security, Education, Students, Qualitative Research, and Teaching
Political Geography:
Global Focus

30. Military education for students within the framework of the Academic Legion: A pilot project

Author:
Przemysław Wywiał
Publication Date:
12-2018
Content Type:
Journal Article
Journal:
Security and Defence Quarterly
Institution:
War Studies University
Abstract:
The paper presents assumptions about the new model of military training for students within the framework of the Academic Legion. It also discusses the traditions of military training of students and graduates in the Second Polish Republic and following the transformations of 1989, with special focus on the tradition of the Academic Legion. Furthermore, it examines assumptions about the pilot project of military training of students that was implemented in the academic year 2017/2018 and highlights the training curriculum for the theory course and for the practical military drills during holidays.
Topic:
Education, Armed Forces, Training, Students, and Military
Political Geography:
Europe and Poland

31. Time-Use and Academic Peer Effects in College

Author:
Nirav Mehta, Ralph Stinebrickner, and Todd Stinebrickner
Publication Date:
06-2018
Content Type:
Working Paper
Institution:
Centre for Human Capital and Productivity (CHCP), Western University
Abstract:
This paper examines academic peer effects in college. Unique new data from the Berea Panel Study allow us to focus on a mechanism wherein a student’s peers affect her achievement by changing her study effort. Although the potential relevance of this mechanism has been recognized, data limitations have made it difficult to provide direct evidence about its importance. We find that a student’s freshman grade point average is affected by the amount her peers studied in high school, suggesting the importance of this mechanism. Using time diary information, we confirm that college study time is actually being affected.
Topic:
Economics, Human Capital, Higher Education, Students, and Productivity
Political Geography:
Global Focus

32. Views of Non-Formal Education in Egypt

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Egyptians are deeply concerned about the state of education in their country. The vast majority are dissatisfied with the current education system as well as government efforts to improve it. Perhaps as a result, most are worried that there is no possibility to provide their children with a good education. This combination means that youth non-formal education (NFE) programs hold a unique opportunity to yield significant gains in the academic achievement of students in Egypt in the near-term. However, if such programs are to address both the perceived weaknesses of the Egyptian education system and the concerns of the population, issues like cost, which limit participation, must be seriously considered. Across all demographics, cost is overwhelmingly cited as the biggest barrier to participation. The prevalence of programs organized by private institutions only exacerbates this challenge. In addition, programs must account for demographic differences. At present, the majority of youth who participate in NFE programs come from families with higher incomes, higher education levels and who live in urban areas. Expanding opportunities for accessing youth NFE programs requires special focus on targeting Egyptians who reside in rural areas, who have incomes below the median, and whose tend to have lower levels of education. Non-formal education programs provide unique potential for bridging the gap between the existing education system and what increasing educational opportunities for the country’s youth. However, careful consideration must be given to the types of programs most likely to be successful in the Egyptian context. Although youth NFE programs tend to be viewed positively across the country, a substantial portion of Egyptians are either unaware of such programs or do not look upon them favorably. Moreover, programs should target job-related skills as Egyptians consider these the most useful. NFE programs should be promoted to potential participants with this consideration in mind.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Egypt

33. Views of Non-Formal Education in Morocco

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Roughly half of Moroccans are dissatisfied with their country’s formal educational system, but, relatively speaking, Moroccans are more satisfied with the state of the formal education system than they are with other government-provided services such as health care. Nevertheless, findings from the Arab Barometer public opinion survey reveal there is significant concern about the effectiveness of the government’s efforts to address educational needs. Moreover, they also show that most Moroccans worry about the ability to provide children with a quality education. Given these sentiments, supplementary programs outside the formal system could play a role in improving educational outcomes in Morocco. At present, very few Moroccans participate in youth non-formal education (NFE) programs. However, among those who live in a household that includes a participant in such a program, levels of satisfaction are very high. Meanwhile, among households without a participant, a sizable minority hold a negative perception of these programs. Thus, it appears that participation and the perception of such programs are linked. Likely, if more Moroccan youth took part in such programs, views of NFE programs would improve in the Kingdom. Overall, the most salient barrier to participation is cost, meaning any efforts to increase participation must address the affordability of non-formal education programs. The types of NFE programs that are most preferred by Moroccans are those that provide youth with practical and tangible skills related to career development. However, citizens also appear open to programs that promote skills in critical thinking. For example, survey results show that Moroccans across all demographic backgrounds prefer an educational system that stresses critical thinking over one emphasizing rote memorization. While there remain a number of important barriers to consider in designing non-formal education programs focused on teaching these skills, such programs have potential to successfully address many of the needs of Moroccan youth.
Topic:
Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Morocco

34. Views of Non-Formal Education in Algeria

Publication Date:
04-2018
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Few Algerians are satisfied with the state of education in their country and a majority of the population is dissatisfied with the formal education system. However, a plurality approves of government efforts to improve the education system even though an overwhelming majority of Algerians are worried about the ability to provide children with a good education. Given these sentiments, supplementary education programs outside the formal curriculum could be used to help alleviate these concerns. Even though few Algerians participate in youth non-formal education programs, the country enjoys higher rates of participation than do many other countries in the Middle East and North Africa. Among those who have participated, rates of satisfaction with such programs are high overall. Nevertheless, the reputation of NFE leaves much to be desired, with over half of non-participants holding a negative view of such programs. To increase their viability, NFE programs need to improve their popular image in Algeria. Meanwhile, the primary barrier to participation is cost, indicating that efforts to increase enrollment in NFE must also address affordability. Algerians are most interested in NFE programs that emphasize job-related skills that in turn promote career development. Moreover, the results of the survey make clear that critical and analytical thinking in the education system are also highly valued by ordinary Algerians. This finding holds across a variety of demographic differences, indicating widespread support throughout the country. If barriers are limited and programs emphasizing skills of interest to Algerians are promoted, then youth non-formal education programs are more likely to be successful in addressing the needs of Algerian citizens.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Algeria, and North Africa

35. Jordanian Views of Education Outside the Formal System

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Jordanians are generally pleased with the formal educational system and the government’s efforts to improve it. Moreover, those from different backgrounds including men and women, wealthier and poorer, and those living in urban and rural areas, all hold positive views of the education system. Nevertheless, despite recent progress, many are still concerned about a lack of opportunity to provide children in the Kingdom with a high quality education. This gap highlights a new opportunity in Jordan: as the formal system continues to develop to meet the changing needs of Jordan’s youth, non-traditional programs could be used to address specific needs in the short-term. The opportunity is especially significant for programs that seek to improve skills in critical thinking and emotional intelligence, which most Jordanians believe are key skills for their country’s children to develop. Given the significant barriers to participation facing Jordanians, there are several important factors that any education program outside the formal system should seek to alleviate. The primary issue is cost. This is especially true for poorer Jordanians who are more likely to cite affordability is a major obstacle to participation. Other key barriers include transportation and lack of physical access. Additionally, Jordanians have a clear preference for receiving formal recognition for their participation in such a program, so an educational program outside the formal system should provide a form of recognition or certificate of completion. Given that many Jordanians rate the government’s performance on creating employment opportunities poorly, building capacity for new educational opportunities could yield benefits for the country’s youth. Notably, the added marketability of degrees or certificates from such programs would likely hold strong appeal to those Jordanians who are worried about finding employment.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Jordan

36. Views of Youth Non-Formal Education in the West Bank and Gaza

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Over half of Palestinians are dissatisfied with the educational system in the West Bank and Gaza. In addition, a survey conducted by the Arab Barometer reveals they are worried about the ability to provide their children with a good education. This worry, coupled with 1 the concerns Palestinians have about the current formal education system, provides a unique potential opening for youth non-formal education programs to fill some of the gap. However, in order to meet the needs of Palestinians, non-formal education programs must first address the issue of accessibility. Certain barriers, both physical and nonphysical prevent access to these programs. Currently, participation rates in non-formal education programs are relatively low and with the majority of these education programs organized by private institutions, it is not surprising that cost is one of the most pronounced barriers Palestinians face. In terms of content, the types of programs most valued differs between residents of Gaza and the West Bank. In the West Bank a focus on critical thinking and analytical skills would be welcomed by the population, as respondents express a preference for curricula that develop these skills. To some extent West Bankers would also welcome a program that promotes social skills and emotional intelligence. In contrast, Gazans prefer more traditional educational styles, with Palestinians in Gaza favoring a system that places greater emphasis on memorization compared with the West Bank. However, across all regions, Palestinians are open to attending non-formal education programs, especially those that develop skills for the labor market or allow them to obtain a certificate or qualification. Promotion of NFE programs should target potential students on by highlighting the potential benefits of their curriculum on their future job prospects.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, Palestine, Gaza, North Africa, and West Bank

37. Views of Non-Formal Education among Syrian Refugees in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
The fourth wave of Arab Barometer surveys in Lebanon conducted interviews with 300 Syrian refugees living amongst the general population. Despite a relatively small number 1 of interviews, these data provide a meaningful look into what barriers this community faces and how much use they are able to make of non-formal education programs. Though refugees have similar reasons for attending informal education programs as do the Lebanese as a whole, the questions asked in the survey also show that Syrian refugees are more traditional in both their cultural and educational preferences. As a result, although 2 similar types of programs could be targeted to benefit both communities, it is important to tailor programs specifically to address the needs of the refugee population.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, Lebanon, and Syria

38. Views of Youth Non-Formal Education in Lebanon

Publication Date:
09-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
In general, Lebanese are pleased with the formal education system, especially in comparison to other government services. However, despite relative satisfaction with education in the country, many are nonetheless concerned about the ability to provide their children with a good education. If non-formal education programs are to help assuage these fears and meet the needs of Lebanese citizens, the Arab Barometer survey reveals it is important that they include an emphasis on critical thinking and analytical skills as a part of their basic curricula, as the public strongly desires programs that teach such skills as opposed to rote memorization. 1 In addition, to ensure participation across all demographics in these programs certain barriers need to be addressed. Considering that private institutions organize most of the current education programs that fall outside the formal curriculum, it is not surprising that cost is one of the biggest barriers ordinary Lebanese face in participating. Additionally, Lebanese cite access to transportation as a significant challenge, suggesting that increasing the number of such programs and their distribution across the country could substantially increase the rate of participation. Additionally, enrollment is likely to increase if youth non-formal education programs focus on developing skills for the labor market or helping students obtain a certificate or qualification, as these are the primary motivations Lebanese cite for attending such programs. Meanwhile, other interests related to self-growth, though still present, tend to be less pronounced.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Lebanon

39. Views of Youth Non-Formal Education in Tunisia

Publication Date:
08-2017
Content Type:
Special Report
Institution:
Arab Barometer
Abstract:
Tunisians harbor significant concern about the formal educational system in the country, but they are relatively satisfied with the government’s ongoing efforts to address educational needs based on results from the Arab Barometer survey. Since the vast 1 majority of Tunisians express concern that they are unable to provide their children with a good education, supplementary education programs outside the formal system offer a unique opportunity to more quickly address critical shortcomings in the existing system and provide students with the necessary skills to succeed in today’s economy. If such programs were more widely available, it is likely that many Tunisians would participate. Broadly speaking, although few Tunisians live in a family with a member who has directly participated in a non-formal education (NFE) program, the reputation of such programs is positive. Perhaps it is related to the perception that such programs can prepare Tunisians for employment, as this is the key consideration that Tunisians believe would lead youth to participate in such programs. Yet, Tunisians also make clear that receiving a tangible skill is not the only reason to participate in youth NFE programs program. In fact, there is a strong preference for educational modules that emphasize a number of skills that are often lacking in Tunisian classroom, including programs that seek to improve critical thinking and emotional intelligence. Tunisians across nearly all demographic backgrounds prefer programs that stress critical thinking over rote memorization and those that teach emotional intelligence and understanding the perspectives of others. Yet, there remain a number of important barriers to consider in designing non-formal programs focused on these skills. Most importantly, the cost of such programs represents a significant obstacle for many Tunisians. Ensuring that such programs are affordable is a key step, especially to encourage participation among Tunisians from a poorer background.
Topic:
Demographics, Education, Public Opinion, Higher Education, Academia, and Students
Political Geography:
Middle East, North Africa, and Tunisia

40. Student leadership and advocacy for social cohesion

Author:
McGlory Speckman
Publication Date:
01-2016
Content Type:
Journal Article
Journal:
African Journal on Conflict Resolution
Institution:
The African Centre for the Constructive Resolution of Disputes (ACCORD)
Abstract:
This article utilises the insights of sociology and social psychology in defining social cohesion, outlining the ideal state and making a case for the role of student leadership in social cohesion. It draws from personal experience as former Dean of Students while it relies mostly, not entirely, on secondary sources in the disciplines of sociology and social psychology. The conclusion is that given the numbers behind them and the position of influence derived from student structures, student leadership is ideal for advocacy and activism.
Topic:
Leadership, Advocacy, Social Cohesion, Students, and Liminality
Political Geography:
Africa and South Africa