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52. Global Knowledge and Talent Flows : An Imbalanced Equation?
- Author:
- Rajika Bhandari
- Publication Date:
- 08-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- Abstract:
- The global movement of postsecondary students is a remarkably unidirectional phenomenon: students from the developing world, or Global South, take their knowledge and talents to the developed world, or the Global North. This is particularly true for countries such as India and China. Framed by the broader issues of access and equity within postsecondary education and released on the occasion of the fourth IC3 Conference in Mumbai, India, on August 28, 2019, the current report raises the following questions: Are the current global flows of students advantaging wealthier nations over developing ones? Are students from the developing world returning at higher rates to their countries of origin? How do we ensure that the mobility of students and talent is based on principles of access, equity and inclusiveness, both at the individual student level and at a national level? While it is not the goal of this report to suggest that the north-to-south flow of students should be reversed or that countries in the Global South would even have the capacity to host large volumes of international students, the report does argue that when it comes to international student recruitment policies, host countries in the Global North need to consider how to balance their own needs to fill critical knowledge and skill gaps by attracting global talent with the needs of developing countries to retain their valuable human capital. Thus, the report proposes solutions for programmatic and national-level initiatives to create a balance between the home and host countries of globally mobile students. Read the full report to view key findings and to learn more about the IIE Center for Academic Mobility Research and Impact.
- Topic:
- Education, Mobility, and Higher Education
- Political Geography:
- China, India, Asia, and Global South
53. Social Justice Leaders in Action: IFP Impacts in Asia
- Author:
- Mirka Martel
- Publication Date:
- 03-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- Abstract:
- The second report from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice Leaders in Actionprovides an in-depth look at the lives and careers of IFP alumni in three Asian countries—India, Indonesia, and the Philippines—detailing the different pathways alumni have taken and the ways they have leveraged their skills and networks to effect change. Drawing upon focus groups and interviews with 274 IFP alumni and community stakeholders, this qualitative research highlights the stories behind the numbers shared in the study’s first report, Social Justice and Sustainable Change: The Impacts of Higher Education, released in April 2016. The findings from Social Justice Leaders in Action provide insights not only at how life-altering IFP was at an individual level, but how that transformative power extends through alumni to their organizations, communities, and societies.
- Topic:
- Education, Social Justice, Higher Education, and Sustainability
- Political Geography:
- Indonesia, India, Asia, Philippines, North America, and United States of America
54. The CCP’s Renewed Focus on Ideological Indoctrination, Part 1: The 2019 Guidelines for “Patriotic Education”
- Author:
- John Dotson
- Publication Date:
- 12-2019
- Content Type:
- Journal Article
- Journal:
- China Brief
- Institution:
- The Jamestown Foundation
- Abstract:
- This is the first part of a two-part briefing series that will address new directives issued in November 2019 by the Chinese Communist Party (CCP) in the field of ideological “education.” This first part examines a new set of directives for intensified “patriotic education,” which is intended to indoctrinate Chinese youth—as well as Chinese society as a whole—with loyalty to the ruling Party. The second part, to appear in our next issue, will examine a new five-year plan recently unveiled by the CCP for ideological training among its own cadres.
- Topic:
- Education, Youth, Protests, and Ideology
- Political Geography:
- China, Asia, and Hong Kong
55. OECD/INFE Report on Financial Education in APEC Economies
- Author:
- The Organization for Economic Co-operation and Development
- Publication Date:
- 01-2019
- Content Type:
- Policy Brief
- Institution:
- The Organisation for Economic Co-operation and Development
- Abstract:
- At their 23rd Ministerial Meeting in Lima in 2016, APEC Finance Ministers called for a report on financial education in APEC to support “the design and implementation of financial literacy policies building on the expertise and standards developed by the OECD International Network on Financial Education.”1 This report, covering the 21 APEC economies spanning the Asia and the Pacific region, responds to that call.2 The findings illustrate that the majority of APEC economies are well-advanced in their efforts to collect relevant data, implement appropriate financial education policies, and address the remaining issues related to financial literacy, inclusion and consumer protection. They are applying international best practices and making good use of available tools and resources to develop and refine strategic approaches and specific initiatives. However, there is still some way to go in ensuring that everyone living in an APEC economy has the financial literacy that they need and concerns about financial fraud or abuse, the high complexity of financial services and the low financial literacy of specific population groups are driving policy interest in improving financial education. Section I reports that APEC economies accounted for almost 60% of the world’s GDP in 2017 and notes that impressive progress has been made in closing financial inclusion gaps in the entire region, including through digital financial services. However, it also indicates several challenges and factors of relevance to the development of financial education activities in APEC economies. These include important, persistent issues of inequality, rapid population ageing, and low financial literacy in several APEC economies. Section II discusses strong political recognition and support for financial literacy and inclusion in APEC economies; major co-ordinated policy efforts such as national strategies for financial education and financial consumer protection frameworks; and other financial education initiatives and efforts, including those seeking to introduce financial education in schools. All of the APEC economies with available data either have a national strategy for financial education already in place or are in the process of designing and planning one. Most national strategies aim at awareness of financial issues and strengthening the financial literacy of their citizens, while at the same time supporting financial consumer protection and financial inclusion policies and objectives. In addition, out of the 17 APEC economies participating in the survey for this study, 15 have firmly introduced financial education in their school curriculums (at different levels) to date.
- Topic:
- Education, National Security, Fiscal Policy, and Economic Crisis
- Political Geography:
- Asia and Asia-Pacific
56. China’s rise in English school perspective
- Author:
- Barry Buzan
- Publication Date:
- 09-2018
- Content Type:
- Journal Article
- Journal:
- International Relations of the Asia-Pacific
- Institution:
- Japan Association of International Relations
- Abstract:
- This chapter looks at English School (ES) theory as a way of understanding China and its rise. It focuses both on where ES theory fits well enough with China to provide an interesting perspective, and on where ‘Chinese characteristics’ put China outside the standard ES framing and raise theoretical challenges to it. The first section briefly reviews the ES literature on China. The second section places China within the normative structure of contemporary global international society by looking at how China relates to the primary institutions that define that society. The third section explores two challenges that ‘Chinese characteristics’ pose for how the ES thinks about international society: hierarchy and ‘face’. The Conclusions assess the strengths and weaknesses of ES theory in relation to understanding the rise of China.
- Topic:
- International Relations, Education, and International Security
- Political Geography:
- China and Asia
57. India: Using open school data to improve transparency and accountability
- Author:
- Mridusmita Bordoloi and Varun Kapoor
- Publication Date:
- 10-2018
- Content Type:
- Special Report
- Institution:
- Centre for Policy Research, India
- Abstract:
- This study collates experiences of users of data at different levels to understand the bottlenecks and challenges to achieve transparency and accountability in India’s public education system. Detailed field surveys of parents and head teachers in government schools were conducted in three districts in three different states of India.
- Topic:
- Education, Government, Children, Youth, Accountability, and Transparency
- Political Geography:
- South Asia, India, and Asia
58. Beyond Access: Making Indonesia's Education System Work
- Author:
- Andrew Rosser
- Publication Date:
- 02-2018
- Content Type:
- Commentary and Analysis
- Institution:
- Lowy Institute for International Policy
- Abstract:
- Indonesia’s education system is low in quality and the underlying causes are political. Indonesia’s education system has been a high-volume, low-quality enterprise that has fallen well short of the country’s ambitions for an “internationally competitive” system. This outcome has reflected inadequate funding, human resource deficits, perverse incentive structures, and poor management but has most fundamentally been a matter of politics and power. The political causes of poor education performance include the continued dominance of political, bureaucratic, and corporate elites over the education system under the New Order and the role that progressive NGOs and parent, teacher, and student groups have had in education policymaking since the fall of the New Order, making reform difficult.
- Topic:
- Education, Government, Politics, Children, Youth, and NGOs
- Political Geography:
- Indonesia, Asia, Australia, and Australia/Pacific
59. Social Entrepreneurship in Japan - a talk with Lin Kobayashi
- Author:
- Lin Kobayashi
- Publication Date:
- 02-2018
- Content Type:
- Video
- Institution:
- Weatherhead East Asian Institute, Columbia University
- Abstract:
- During this event on November 3rd, 2017 titled "Social Entrepreneurship in Japan: Ideation, Implementation, and Sustainability of a 40 Million Dollar Education Project," Lin Kobayashi, Founder and Chair of the Board of the International School of Asia, discussed how she developed the seventeenth United World College and what it means for students, faculty, and the future of the ISAK. The talk was moderated by Alicia Ogawa, Director of Project on Japanese Corporate Governance and Stewardship at the Center on Japanese Economy and Business, Columbia Business School.
- Topic:
- Education, Entrepreneurship, Economy, Business, and Social Entrepreneurship
- Political Geography:
- Japan and Asia
60. Taxing for Shared Prosperity: Policy Options for the Asia-Pacific Region
- Author:
- Mustafa Talpur and Jian Zheng
- Publication Date:
- 12-2017
- Content Type:
- Policy Brief
- Institution:
- Oxfam Publishing
- Abstract:
- The Asia-Pacific region was a model for ‘growing with equity’ in the 1970s and 1980s. Rapid economic growth was achieved without major increases in inequality. However an economic take-off and market-oriented reforms in recent years, despite helping hundreds of millions to be lifted out of extreme poverty, has been accompanied by growing income and wealth gaps between rich and poor. This increase in inequality has greatly diminished the ability of economic growth to reduce poverty. This report suggests a course for the region’s economies to be defined by inclusive growth and shared prosperity. It argues that tax policies can play an essential role in an effective pursuit of Sustainable Development Goal 10, which calls for reducing inequality. Taxes provide the main public revenue source for financing essential public programmes for inclusive development, such as healthcare, education, social protection and welfare schemes. And taxes can become a powerful policy tool for direct redistribution of income and wealth in a society.
- Topic:
- Education, Health Care Policy, Inequality, and Tax Systems
- Political Geography:
- Asia and Asia-Pacific