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11. BRICS STUDENTS EDUCATION IN CHINA FROM 2010 TO 2018: DEVELOPMENT, PROBLEMS AND RECOMMENDATIONS

Author:
Cheng Jing
Publication Date:
01-2020
Content Type:
Journal Article
Journal:
Conjuntura Austral: Journal of the Global South
Institution:
Conjuntura Austral: Journal of the Global South
Abstract:
Attracting international students is an important way to promote the internationalization of one country’s higher education, and to enhance youth and education exchanges between countries. As the biggest developing country in world, China has attachedimportance to the international students education in China since 2010 so as to improve the quality of China’s higher education and promote its internationalization. What’s striking is that in September of 2010, for the first time, the Ministry of Education of the People’s Republic of Chinafrom the perspective of national strategymapped out a plan targeting the international students educationin China, and releasedStudy in China Program, which was designed to “promote the communication and cooperation between China and other countries in education, promptthe sustainable and healthy development of the international students education in China and improve the internationalization of Chineseeducation”. This program highlightedthat China would“accelerate the quota of scholarship step by step in accordance with the need of national strategy and development”, with the targets of attracting 500,000 international students by 2020 and “making China the top destination country in Asia for international students”（China’s Ministry of Education, 2010:647).
Topic:
Education, International Political Economy, and Geopolitics
Political Geography:
Russia, China, India, South Africa, and Brazil

12. Key Ingredient in Army Leader Development: Graduate School

Author:
George Fust
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Department of Social Sciences at West Point, United States Military Academy
Abstract:
The author analyzes the levels of education achieved by Army senior officers to better understand the results of the Army’s current graduate school policy and to identify how to better leverage graduate school to develop leaders who can then be more effective in strategic-level positions.
Topic:
Education, Leadership, and Military Academy
Political Geography:
United States and North America

13. 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

14. Unknown Suburbs: Azerbaijani Settlements of the Gardabani Municipality

Author:
Aleksandre Kvakhadze
Publication Date:
01-2020
Content Type:
Special Report
Institution:
Georgian Foundation for Strategic International Studies -GFSIS
Abstract:
Since declaring its independence, the Georgian state has been struggling with the integration of its ethnic minorities. The regions densely populated by ethnic Azerbaijanis and Armenians have been passively involved in the social and political processes in Georgia. The combination of the legacy of Soviet ‘national policy,’ an ineffective educational system and socio-economic problems hinder the integration of these regions. This paper will be devoted to the Gardabani municipality, an administrative entity with a significant Azerbaijani population. Several factors have determined the choice of this region for this study. Firstly, geographically speaking, the region represents a suburban area of the cities of Tbilisi and Rustavi. It can be considered as a part of ‘greater Tbilisi/Rustavi’ or a ‘Tbilisi-Rustavi agglomeration.’ Secondly, despite its proximity to Georgia’s political and economic center, the Azerbaijani community in this region has been leading a parallel life and is disconnected from the country’s social and political dynamics. Simultaneously, very little is known about this region and very little research has been carried out on its multi-ethnic population. Unlike the neighboring Marneuli municipality, which has been receiving increasing attention from academia, the media and the non-governmental sector, the Azerbaijani population in Garbadani remains neglected by academic and non-governmental bodies. For instance, there is no comprehensive academic research on the linguistic, historical, ethnologic, social and religious parameters of Azerbaijanis in Gardabani. The absence of reliable works leads to myths and uncertainties regarding Georgia’s Azerbaijanis. Thirdly, the Gardabani municipality has been an artificially fabricated landmass with at least two culturally and geographically unrelated regions which leads to the lack of interaction between the ethnic Georgian and the Azerbaijani population. Nevertheless, the Gardabani municipality has a significant potential due its strategic geographic location. Several strategic pipelines and the Georgian railway cross the region. In addition to infrastructural and economic development, using the potential of human resources is crucial in regional development. Incorporating the Azerbaijani population of the region in Georgia’s domestic socio-political dynamics and removing the ethnic boundaries will reinforce the development of the region. This paper will discuss the economy, religion, education, women’s rights, organized crime, politics and inter-ethnic relationships in the Gardabani municipality. This paper is a first endeavor to describe this region’s Azerbaijani population. I hope that this paper will become a source of guidance for practitioners, scholars, journalists and NGO activists and assist them to implement their projects in this region. I also hope that it will lead to more comprehensive research on this region.
Topic:
Education, Religion, Governance, Minorities, Women, and Economic Development
Political Geography:
Eurasia, Caucasus, Azerbaijan, and Georgia

15. Morocco’s SocioEconomic Challenges: Employment, Education, and Migration – Policy Briefs from the Region and Europe

Author:
Dina Fakoussa and Laura Lale Kabis-Kechrid
Publication Date:
01-2020
Content Type:
Special Report
Institution:
German Council on Foreign Relations (DGAP)
Abstract:
Even though the Moroccan king’s readiness to introduce reforms in response to the mass protests in 2011 has prevented the kind of radical change occurring in many other countries in the MENA region and has maintained the country’s relative stability, Morocco’s social peace remains fragile. Social unrest has flared recurrently, most prominently in the Rif region, as socio-economic grievances persist. The country continues to suffer from significant regional disparities, a poor education system, and high unemployment, especially among the young.
Topic:
Education, Migration, Employment, Protests, and Unemployment
Political Geography:
Europe, North Africa, and Morocco

16. Women and Girls as Change Agents

Author:
Catherine Bertini and Alyssa Ceretti
Publication Date:
01-2020
Content Type:
Special Report
Institution:
Chicago Council on Global Affairs
Abstract:
Women and Girls as Change Agents JANUARY 6, 2020 By: Catherine Bertini, Distinguished Fellow, Global Food and Agriculture; Alyssa Ceretti, Executive and Research Assistant, Global FoodBanking Network Achieving universal primary education and eliminating gender disparity in primary and secondary education have been among the global development community’s goals for two decades. As a fundamental requirement for lifelong health and opportunity, education underlies the success of communities, nations, and the world. Yet girls today are still being left behind. UN data shows of the estimated 25 million primary school-age children globally who were never enrolled in school in 2014, two-thirds were girls. This paper argues that educating girls has the power to break the cycle of poverty and transform societies. Educating girls has a multiplier effect: better health, prevention of early marriage and violence, lower fertility rates, higher family incomes, stronger community engagement, and better outcomes for their own children. Investing in girls’ education can put countries on the path to a more stable, prosperous future. The barriers to educating girls are numerous and complicated. Safety issues, school fees, family demands, and social and cultural norms, as well as lack of access to qualified teachers and adequate facilities, often combine to keep girls out of school. This paper argues that despite ample evidence of the transformative power of educating girls, not enough is being done to advance the advocacy for, research on, and promotion of girls’ education and empowerment. As the author states, education for all girls is not just a right, but a responsibility.
Topic:
Development, Education, Gender Issues, Poverty, and Women
Political Geography:
Global Focus

17. Mapping Non-proliferation and Disarmament Education in Europe

Author:
Elizabeth I-Mi Suh
Publication Date:
09-2020
Content Type:
Working Paper
Institution:
Stockholm International Peace Research Institute
Abstract:
This paper maps activities undertaken to educate the next generation of Europeans on non-proliferation and disarmament-related topics with a view to training future scholars and professionals, excluding capacity-building efforts. Most members of the European network of independent non-proliferation and disarmament think tanks conduct informal and formal educational activities, ranging from courses for students to workshops for young professionals, internships, networking events and mentoring programmes. However, the geographic distribution and dominant political science focus of these efforts illustrate the lack of accessibility and multidisciplinarity of non-proliferation and disarmament education currently available in Europe. Treating education as empowerment rather than a one-way process of recruitment can facilitate the introduction of new approaches and tools. Education can tap into existing potential among the next generation, such as intercultural competencies, multilingualism or technical know-how. Forms of participatory learning and autonomous project work place more responsibility on the learner to develop the skills required to deal with tasks.
Topic:
Arms Control and Proliferation, Education, Disarmament, and Nonproliferation
Political Geography:
Europe

18. Financial Inclusion, Active Bank Accounts and Poverty Reduction in India

Author:
Tony Cavoli, Ilke Onur, and Patricia Sourdin
Publication Date:
09-2020
Content Type:
Working Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
Using the World Bank’s Global Findex data, this research first shows that the efforts by the Indian Government and the Reserve Bank have been successful in providing access to formal banking services, especially in the rural areas of the country. Similarly, financial account ownership gap has been eliminated in terms of gender and income. Further analysis, using the Financial Inclusion Insights dataset, shows that financial inclusion has a positive and significant effect on reducing poverty in India. A closer look at the utilisation of the financial accounts shows that active usage of these accounts would lead to further reductions in poverty levels in India. Therefore, targeted programmes, such as offering financial education both in and outside schools, with the aim of improving financial literacy, could lead to further poverty reduction in India.
Topic:
Education, Poverty, Finance, and Banks
Political Geography:
India and Asia

19. Intergenerational Transmission of Human Capital: The Case of Thailand

Author:
Sasiwimon W. Paweenawat
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
This study provides evidence of intergenerational transmission of human capital in Thailand, using data from the Thailand Labor Force Survey of 1985–2017. Employing the instrumental variable approach using Thailand’s compulsory educational reform of 1978 as the instrumental variable to minimise bias caused by the endogeneity of parental education, this study estimates the effect of parental education on children’s education and their labour market outcomes. Besides reaffirming the conventional positive link between parental and children’s years of education, new and intriguing evidence is put forth on the negative link between parental education and the child’s brawn skill, based on the industry and occupation adopted by the child in the labour market. The influence of paternal education is found to outweigh that of maternal education, in contrast to the evidence from developed countries. High intergenerational educational persistence and low intergenerational mobility indicate unequal opportunities in the country, as individual welfare is largely tied to parental background. Therefore, it is recommended that the Government of Thailand weaken this linkage to improve equality in the country.
Topic:
Education, Reform, Children, and Parenting
Political Geography:
Asia and Thailand

20. Determinants of School Enrolment: Relationship between Minimum Wage and Human Capital Investment

Author:
Dyah Pritadrajati
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Economic Research Institute for ASEAN and East Asia (ERIA)
Abstract:
Most economic research on minimum wage has focused on employment effects. Research analysing the effects of minimum wage on skill acquisition and educational investment is limited, especially in developing countries. To fill the gap in the literature, this paper investigates the relationship of minimum wage and human capital investment using the National Socioeconomic Survey (Susenas). This study is an effort to further analyse whether the minimum wage policy supports or even hinders recent government efforts to keep students in school. The government may be unaware of the possible interaction of different policies, especially in a developing country where inter-sectoral policy coordination is limited. This paper finds that minimum wage legislation has significant negative substitution effect on educational investment, i.e. individuals are more likely to drop out of senior secondary school due to an increase in minimum wage. There is no evidence of gender bias in human capital investment, at least as a response to increasing minimum wage. Even though the response to an increase in minimum wage amongst low-income households is positive, the results of a regression incorporating an interaction term suggest that the substitution effect is the dominant factor. Therefore, the positive result amongst low-income households might be generated by a fall in the probability of obtaining low-skilled employment that offsets the substitution effect.
Topic:
Education, Children, Human Capital, and Minimum Wage
Political Geography:
ASEAN