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1. Curbing intolerance of persons in same-sex relationships in Ghana: The important role of education

Author:
Daniel Armah-Attoh
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
This paper describes high levels of intolerance in Ghana toward persons in same-sex relationships, explores factors driving this intolerance, and makes some policy recommendations for increasing tolerance. Using 2014 Afrobarometer survey data, the descriptive analysis reveals that large majorities of Ghanaians reject persons in same-sex relationships as neighbours, co-workers, supervisors, and members of their religious group; would report them to the police; and would support criminalizing same-sex activity. Regression analysis shows that religion, religiosity, age, and rural residence are associated with higher intolerance, while education and mediated social contact measured by social media and Internet use are associated with reduced intolerance. Among these drivers of intolerance and tolerance, we argue that education is the main factor that lends itself to meaningful remedial policy interventions and recommend a number of formal and informal education and sensitization measures aimed at reducing Ghanaians’ intolerance of people of different sexual orientation or identity.
Topic:
Education, Gender Issues, Repression, Sexuality, and Tolerance
Political Geography:
Africa and Ghana

2. Predictors of school dropout across Ethiopia, India, Peru and Vietnam

Author:
Santiago Cueto, Claudia Felipe, and Juan Leon
Publication Date:
07-2020
Content Type:
Working Paper
Institution:
Group for the Analysis of Development (GRADE)
Abstract:
In this paper the authors utilize the five rounds of Young Lives household surveys across four countries (Ethiopia, India, Peru and Vietnam) to study the characteristics of children who had dropped out of school by 22 years of age. While most children in the longitudinal sample go to primary school, they tend to drop out more often and earlier in Ethiopia. In India most children complete the early grades of school but drop out later, particularly in grades 11 and 13. Researchers find that in all countries, except Vietnam, there is a considerable number of children who drop out of school but at some point return to it, either to complete secondary or drop out again. The reasons provided by children for dropping out across the countries are oftentimes related to poverty: for example, the need to work, or care or provide for family. The multivariate analysis shows that indeed in many cases the wealth level of the family at an early age predicts later dropout, as does maternal education level, students’ early skills and residence in certain regions of each country. There are also some variations across countries; for example, boys are more likely to drop out of school in Ethiopia and Vietnam, and children who have repeated a grade are more likely to drop out of school in Peru. However, having high educational aspirations at early ages seems to be a protective factor against dropping out. This suggests that the value that children place on education may be an important preventative factor against dropping out. Overall, these results suggest the need to act early through education and social protection interventions to target young children who are at risk of dropping out, and the follow their trajectories, providing support as needed to specific groups and even individuals, so that all children may fulfill their right to complete at least secondary education.
Topic:
Education and Children
Political Geography:
Africa, India, Asia, Vietnam, Ethiopia, and Peru

3. How to Shield Education from Al-Shabaab in Kenya’s North East

Author:
International Crisis Group
Publication Date:
07-2020
Content Type:
Special Report
Institution:
International Crisis Group
Abstract:
What’s new? Jihadists have repeatedly attacked schools in north-eastern Kenya in the last eighteen months. In response, the government has shuttered many schools and pulled most teachers out of a long-neglected region that is one of Al-Shabaab’s main recruiting centres outside Somalia. Why does it matter? The education crisis adds to an already existing sense of marginalisation in north-eastern Kenya. Thousands of out-of-school youngsters could constitute an attractive pool of recruits for Al-Shabaab, which is engaged in a long-term campaign to deepen its foothold in the region. What should be done? The Kenyan government should afford the north east’s residents, including police reservists, a greater role in tackling militancy and revive community-centred efforts that to some degree succeeded in rolling back Al-Shabaab in the past. It should also restore learning by providing stopgap funding so local administrations can hire replacement teachers.
Topic:
Security, Education, Violence, Islamism, and Al Shabaab
Political Geography:
Kenya and Africa

4. Redesigning U.S. Assistance to Africa in the Post-Pandemic Era

Author:
Mark Wentling
Publication Date:
11-2020
Content Type:
Commentary and Analysis
Institution:
American Diplomacy
Abstract:
It is my opinion that the interest of the United States is best served in most African countries by improving the basic welfare of their people. The effectiveness of U.S. aid in Africa can be enhanced by focusing on the least developed countries. Helping address basic human needs, notably in the areas of education and health, should be top priority, especially the education of girls. Increasing agricultural production to improve nutritional health also deserves greater attention. Assistance funding needs to be stable and independent of political and diplomatic considerations. The composition of U.S. overseas missions and cumbersome bureaucratic processes must be revised to permit the effective and timely implementation of this new strategy. These changes are necessary to raise hopes for a better future for millions of Africans and to strengthen the role of the U.S. in Africa.
Topic:
Education, Health, Foreign Aid, Pandemic, and Girls
Political Geography:
Africa, North America, and United States of America

5. Investing in Diaspora Exchanges: Impact Evaluation of the Carnegie African Diaspora Fellowship Program

Author:
CADFP
Publication Date:
06-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This five-year impact report of the Carnegie African Diaspora Fellowship Program (CADFP) indicates that faculty exchanges between diaspora academics in the United States and Canada and African higher education institutions lead to sustained linkages and research development in the form of grant collaboration, teaching and mentoring, improved programming offered in African institutions, and community impacts. The study found that the CADFP enabled sustainable collaborations between diaspora scholars and African higher education institutions while fostering the opportunity for new collaborations. 90% of alumni respondents collaborated with hosts on capacity building projects up to five years after the fellowship and over half found the CADFP to be important for their new connections with 115 institutions beyond their host institutions, located in a total of 16 countries. Additionally, the CADFP fellowship built capacities of African higher education institutions leading to at least 41 new approved or implemented courses, improved graduate programming, and 110 academic articles or book chapters published collaboratively with Fellows and African institutions. Finally, the CADFP enabled knowledge production, generated interest and fostered international collaborative networks, increasing visibility and engagement with African higher education. The impact report represents 237 alumni who participated in the CADFP from 2013 to 2017. In addition to the Alumni Survey, the study also included case studies with six alumni Fellows and 5 host institutions. These case studies are highlighted throughout the report and speak to the nuanced impact of this program. The CADFP is offered by IIE in collaboration with the United States International University-Africa (USIU-Africa), the program is funded by a grant from Carnegie Corporation of New York (CCNY).
Topic:
Education, Higher Education, Academia, and Graduate School
Political Geography:
Africa, Canada, North America, and United States of America

6. TechWomen Evaluation Report Year 7

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This report presents findings from a TechWomen program evaluation conducted in 2018 by IIE’s Research, Evaluation, and Learning team. The evaluation assessed change in participants’ professional skills and capacities. The evaluation team utilized Social Network Analysis methodology to measure development of the participants’ professional networks with each other and with STEM professionals in the U.S. The report also outlines how the program impacted participants’ and mentors’ cross-cultural understanding and exchange of professional best practices. Finally, the report highlights program’s impact on participants’ and mentors’ communities and specifically on women and girls. TechWomen is an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs implemented by IIE. Launched in 2011, the program supports the United States’ global commitment toward advancing the rights and participation of women and girls around the world by enabling them to reach their full potential. TechWomen empowers, connects and supports the next generation of women leaders in science, technology, engineering and mathematics (STEM) from Africa, Central and South Asia, and the Middle East by providing them the access and opportunity needed to advance their careers, pursue their dreams, and inspire women and girls in their communities.
Topic:
Education, Government, Science and Technology, Culture, Women, and Higher Education
Political Geography:
Africa, South Asia, Central Asia, Middle East, North America, and United States of America

7. Is there an anti-politics of electricity? Access to the grid and reduced political participation in Africa

Author:
Jennifer N. Brass, Kirk Harris, and Lauren M. MacLean
Publication Date:
05-2019
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
Almost all African states face pressure to deliver improved public services to their citizens. In both emerging democracies and persistent authoritarian regimes, politics profoundly shapes how states distribute public goods such as roads, schools, health clinics, and electricity access (Briggs, 2014; Dixit & Londregan, 1996; Harding & Stasavage, 2014; Kramon & Posner, 2013; Min, 2015; Weingast, Shepsle, & Johnsen, 1981). But in addition to questions of how politics shapes distributive outcomes, scholars have recently turned to a new question: How does variation in public service provision subsequently shape political participation (Bodea & LeBas, 2016; Harding, 2015)? Here, the findings are less clear. Where some authors find that the receipt of public service provision stimulates participation (Bleck, 2015; Wantchekon, Klašnja, & Novta, 2015), others caution that service provision may actually undermine engagement or have no effect (Croke, Grossman, Larreguy, & Marshall, 2015; Kam & Palmer, 2008; Mattes & Mughogho, 2009). Most of this literature has focused on the political effects of the delivery of social welfare services, especially education. Meanwhile, the political effects of electricity provision have been largely overlooked. Electricity provision is important for political outcomes for several reasons. Historically, in some African countries, electricity provision was tightly linked to the independence struggle and to rights of citizenship (MacLean, Gore, Brass, & Baldwin, 2016). Yet despite these expectations, African countries continue to have the lowest rates of electrification in the world. Only about one-third of Africans have access to electricity (International Energy Agency, 2014), and only two-thirds live in a community with any grid access (Oyuke, Penar, & Howard, 2016), and these rates are much lower in rural areas in most countries (Leo, Morello, & Ramachandran, 2015).
Topic:
Education, Democracy, Public Policy, Public Sector, Electricity, and Public Health
Political Geography:
Africa

8. Women’s Education and Professionalism in Post-Conflict Liberia

Author:
Tanya Ansahta Garnett and Kari Øygard
Publication Date:
08-2019
Content Type:
Journal Article
Journal:
The Journal of Diplomacy and International Relations
Institution:
School of Diplomacy and International Relations, Seton Hall University
Abstract:
Liberia presents a unique case study in the constant evolution of gender roles in post-conflict African States. Seizing upon the social transformation of the post-conflict environment, Liberian women built upon their peacebuilding roles in an attempt to leverage their newly expanded presence in the public sphere into broader professional and political representation. Though women’s renewed civic engagement and the election of Ellen Johnson Sirleaf seemed to solidify women’s gains, Liberia remains a largely patriarchal society where women continue to be defined through an essentialist perspective – as wives, mothers, and peacemakers. Instead of fighting against this perception and the patriarchal status quo, women have largely played into this, understanding that it is an entry point by which they can justify their space in the decision-making process. Playing into this essentialism has been fruitful for several women’s peacebuilding organizations in the reconstruction era and has afforded them access to financing from international organizations eager to support their own simplified notions of gender mainstreaming. However, the inability of this approach to meaningfully shift the status quo is apparent when analyzing the struggles that professional women continue to face even as they attain an education and attempt to enter political life. This paper argues that while the essentialist approach to increasing women’s representation may appear to be an effective strategy initially, it continues to limit meaningful change in gender equality in the long-run. This paper concludes by making recommendations for policymakers and international organizations interested in furthering women’s political representation and participation in more meaningful and sustainable ways.
Topic:
Education, Gender Issues, Women, Inequality, and Peace
Political Geography:
Africa and Liberia

9. Education and Labour Market Activity of Women in Botswana

Author:
Goitseone Khanie
Publication Date:
03-2019
Content Type:
Working Paper
Institution:
Botswana Institute for Development Policy Analysis
Abstract:
This study examines the prevalence of female participation in labour market activities and investigates the role played by education in this participation. Using the 2015/16 Botswana Multi Topic Household Survey data and a multinomial logit model, the study found that women with tertiary education are more likely to be wage employed relative to self-employment, whereas those with lower to no education are more likely to be unemployed or out of the labour force. This is because higher education is normally considered a prerequisite for most wage jobs. It is therefore imperative for the government to continue educating women beyond secondary level as it will better equip them to participate in more meaningful labour market activities. On the other hand, there is need to stimulate the demand side of the labour market in order to accommodate the rising numbers of women with high levels of education. In order to encourage participation of women in high rewarding self-employment activities, there is need to intensify empowerment schemes that are largely oriented towards their self-employment.
Topic:
Education, Gender Issues, Labor Issues, Women, and Employment
Political Geography:
Africa and Botswana

10. The Way Forward for Legal Education Reform in Ghana

Author:
S. Kwaku Asare
Publication Date:
10-2019
Content Type:
Policy Brief
Institution:
Ghana Center for Democratic Development
Abstract:
Abstract
Topic:
Education, Law, and Legal Theory
Political Geography:
Africa and Ghana