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111. Glass Ceilings and Dirt Floors

Author:
Paula-Mae Weekes
Publication Date:
10-2018
Content Type:
Video
Institution:
Columbia University World Leaders Forum
Abstract:
This World Leaders Forum program features an address by President of the Republic of Trinidad and Tobago, Her Excellency Paula-Mae Weekes, titled “Glass Ceilings and Dirt Floors”, followed by a question and answer session with the audience
Topic:
Development, Education, Gender Issues, Women, and Inequality
Political Geography:
New York, Caribbean, Trinidad and Tobago, and United States of America

112. Factors Affecting Performance of Primary Schools Teachers in Terrorism Affected Areas: A Case of District Swat

Author:
Khalil Ur-Rahman, Zahida Habib, and Jafar Riaz Kataria
Publication Date:
07-2018
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
The purpose of this study was to identify the factors that affect the performance of primary school teachers in terrorism affected areas. The main objective of the study was to measure and summarize the perceptions of teachers themselves about the factors that affect teachers’ performance in terrorism affected areas. The study was descriptive in nature. All the primary school teachers in district Swat constituted the population of the study. Hundred teachers, fifty male and fifty female were randomly selected. In this study five factors were identified. The first factor focuses on the financial position of teachers in terrorism affected areas. The second factor focuses on the environment of schools. The third factor discusses the parents’ cooperation during the terrorism. The fourth factor focuses on the security of schools and teachers and the fifth factor focuses on the psychological effect of terrorism on the performance of teachers. A self-developed closed ended questionnaire on five point rating scale was developed, and collected data regarding the five factors, financial resources of teachers, physical environment of school, security, parents involvement in teaching and learning process, psychological effects of terrorism on teachers. The collected data were tabulated, analyzed and interpreted by using statistical techniques as percentage of the responses .The main findings of the study were that mostly teachers faced the economic challenges in terrorism affected areas. Financial resources of teachers were destroyed. Salaries were delaed. Side businesses were destroyed. Continuous attacks on school affected the learning ability of students that affected the performance of teachers. Mostly parents became IDPs and the remaining did not take interest in the education of children. Teachers were not safe in school neither security was provided to teachers. Due to fear of attacks on school the teachers gave less time to teaching. Anxiety and emotional complained of teachers increased. There was no significant differences in the opinion of male and female teachers. It was recommended that the government should provide security to teachers, parents and schools. So that to reduce the depression and anxiety of teachers. The government should support the teachers financially.
Topic:
Education, Terrorism, Psychology, Youth, and Violence
Political Geography:
Pakistan, South Asia, and Punjab

113. Two-Stage Examinations: Can Examinations Be More Formative Experiences?

Author:
Dan Levy, Mae Klinger, and Theodore Svoronos
Publication Date:
09-2018
Content Type:
Working Paper
Institution:
The John F. Kennedy School of Government at Harvard University
Abstract:
Two-stage examinations consist of a first stage in which students work individually as they typically do in examinations (stage 1), followed by a second stage in which they work in groups to complete another examination (stage 2), which typically consists of a subset of the questions from the first examination. Data from two-stage midterm and final examinations are used to assess the extent to which individuals improve their performance when collaborating with other students. On average, the group (stage 2) score was about one standard deviation above the individual (stage 1) score. While this difference cannot be interpreted as the causal effect of two-stage examinations on learning, it suggests that individuals experienced substantial performance gains when working in groups in an examination. This average performance gain was comparable with the average difference between the top performer of the group in stage 1 and the group’s stage 1 average, and was equivalent to about two-thirds of the difference between the “super student” score (i.e. the sum of the maximum score for each question in stage 1) and the group’s stage 1 average. This last result suggests that group collaboration takes substantial (albeit partial) advantage of the aggregate knowledge and skills of the group’s individual members. Student feedback about their experience with two-stage examinations reveal that that these types of examinations are generally perceived to be more helpful for learning and are less stressful than traditional examinations. Finally, using data on group gender compositions, we investigate the potential role of gender dynamics on group efficiency.
Topic:
Education, Gender Issues, Collaborative Learning, and Collaborative Efficiency
Political Geography:
Global Focus and United States of America

114. Developing Child-Sensitive Strategies in Local Government

Author:
Bürge Elvan Erginli
Publication Date:
07-2018
Content Type:
Policy Brief
Institution:
Turkish Economic and Social Studies Foundation (TESEV)
Abstract:
This policy brief is published in the framework of “Inclusive Local Governance for Sustainable City” project under the umbrella project “Supporting Sustainable Cities” of TESEV funded by the Friedrich Naumann Foundation for Liberty. Actors of various sizes all participate in local programmes, plans and actions on the path towards achieving Sustainable Development Goals. International and regional cooperation are necessary for attaining these goals, for which central government may prove more crucial in its effects, while the inclusion of local actors is imperative for following both a more efficient path and achieving democratic participation. It is thus timely to highlight the importance of local participation in identifying and implementing the 11th Sustainable Development Goal, Sustainable City and Human Settlements. This goal, in which the issues of the right to the city under inclusion(1) the creation of accessible and safe urban spaces for all, and the active and direct participation of civil society come to the forefront, necessitates the active participation of metropolitan municipalities of local governments, as well as district municipalities which are in most contact on many issues with the city’s residents.
Topic:
Education, Governance, Children, Inequality, and Urban
Political Geography:
Turkey and Middle East

115. Toward data driven education systems

Author:
Samantha Custer, Elizabeth M King, Tamar Manuelyan Atinc, Lindsay Read, and Kabir Sethi
Publication Date:
02-2018
Content Type:
Working Paper
Institution:
The Brookings Institution
Abstract:
Today, 650 million children around the globe are at risk of being left behind as they fail to learn basic skills. Inequitable access to education is part of the problem, but even when children are in school, they may not be learning. In Uganda, for instance, barely half of grade 6 children read at a grade 2 level (Uwezo, 2016). In India, just one in four children enrolled in grade 5 can read a simple sentence or complete simple division problems (ASER Centre, 2017).
Topic:
Education and International Cooperation
Political Geography:
Global Focus

116. Borrowers with Large Balances: Rising Student Debt and Falling Repayment Rates

Author:
Adam Looney and Constantine Yannelis
Publication Date:
02-2018
Content Type:
Special Report
Institution:
The Brookings Institution
Abstract:
We examine the distribution of student loan balances and repayment rates in the United States using administrative student loan data. We show that increases in credit limits and expansions in credit availability resulted in rising borrowing amounts, and that the share of borrowers holding very large balances has surged. For instance, the share of borrowers leaving school with more than $50,000 of federal student debt increased from 2 percent in 1992 to 17 percent in 2014. Consequently, a small share of borrowers now owes the majority of loan dollars in the United States. Although these large-balance borrowers have historically strong labor market outcomes and low rates of default, repayment rates have slowed significantly between 1990 and 2014 reflecting, in part, changes in the characteristics of students, the schools they attended, and the rising amounts borrowed. A decomposition analysis indicates that changes in the types of institutions attended, student demographics, default rates, and increased participation of alternative repayment plans and forbearance largely explain the decrease in student loan repayment.
Topic:
Education and International Affairs
Political Geography:
America

117. UNRWA’s Educational System and Impact

Author:
John Mark Shorack
Publication Date:
10-2018
Content Type:
Working Paper
Institution:
Pal-Think For Strategic Studies
Abstract:
The United States government under President Trump recently announced the withdrawal of monetary aid to the United Nations Relief and Works Agency, commonly referred to as UNRWA. This is a major blow to UNRWA’s finances considering the United States’ yearly contribution’s amounted to one-third of their budget. Since UNRWA’s founding it has been a leading force providing support of Palestinian refugees across the Middle East region mainly providing education and emergency medical assistance.
Topic:
Education, International Affairs, and Foreign Aid
Political Geography:
Middle East

118. It’s Like That and That’s the Way It Is? Evaluating Education Policy

Author:
Susannah Hares
Publication Date:
12-2018
Content Type:
Commentary and Analysis
Institution:
Center for Global Development
Abstract:
It’s tricky to evaluate government education policies. They’re not implemented in NGO-like laboratory conditions, and political motivation and public sector capacity constraints play as much of a role in their success or failure as policy design. Using the examples of three rigorous studies of three different education policies, this note aims to shed some light from the perspective of someone on the policy side on how, why, and when to evaluate government-led reforms. A government education policy is not an abstract theory that can easily be replicated in a different place. In each new context, it is effectively a brand-new programme and needs to be evaluated as that. None of the three examples presented was “new” as a policy: school inspections, school vouchers, and charter schools have all been tried and evaluated elsewhere. But the evaluations of these policies—when implemented in new contexts—illuminated a new set of challenges and lessons and generated a different set of results.
Topic:
Education and International Affairs
Political Geography:
Global Focus

119. When Life Is in Limbo, Education Can't Wait

Author:
Michelle Nicholasen
Publication Date:
05-2018
Content Type:
Working Paper
Institution:
Weatherhead Center for International Affairs, Harvard University
Abstract:
Of the sixty-five million people currently displaced worldwide, about half of them are children. On average, a refugee may spend between ten to twenty-five years in exile. This means that for many children, their entire formal education will take place while awaiting a durable solution to their displacement. However, the United Nations Refugee Agency (UNHCR) estimates that only 50 percent of refugee children have access to primary education, and only 22 percent have access to secondary school. The critical task of educating refugee children has been the focus of scholarship for Weatherhead Center Faculty Associate Sarah Dryden-Peterson and her research team who are investigating processes of refugee education in Kenya, Lebanon, and Uganda, among others. Documenting the experiences of students, families, and teachers over time, the group has gained insight on education delivery, quality of instruction, and resource allocation. The struggle to meet the educational needs of refugee children, according to Dryden-Peterson, has called into question the very purpose of education and what kinds of futures it prepares young people for. The Weatherhead Center asked Dryden-Peterson and doctoral students Vidur Chopra and Elizabeth Adelman to describe some of the realities facing Syrian refugees, who rely on education as a critical pathway to establishing a secure life. What follows is an abridged version of that conversation.
Topic:
Education, United Nations, Refugees, and Displacement
Political Geography:
Global

120. Spotlight on Africa | Turkey–Africa Relations

Author:
Michael Asiedu
Publication Date:
02-2018
Content Type:
Policy Brief
Institution:
Global Political Trends Center
Abstract:
On the 11th and 12th of February 2018, the “2nd Turkey–Africa Ministerial Review Conference” transpired in Istanbul. The Conference was held under the tutelage of the Turkish Minister of Foreign Affairs, Mevlüt Çavuşoğlu. In participation was the Deputy Chairperson of the African Union (AU) Commission, H. E. Thomas Qwesi Quartey together with several foreign affairs ministers of African countries as well as AU representatives. Considering that a Turkey–Africa Summit is scheduled to be held in 2019 in Turkey, this TurkeyAfrica Ministerial Review Conference was held to evaluate the progress of Turkey’s Africa partnership so far in conjunction with steps that could be taken to even solidify this special relationship.
Topic:
Diplomacy, Education, Health, International Affairs, Bilateral Relations, and Conference
Political Geography:
Africa, Turkey, and Middle East