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321. Toward a Free Market in Education: School Vouchers or Tax Credits?

Author:
Michael A. LaFerrara
Publication Date:
03-2011
Content Type:
Journal Article
Journal:
The Objective Standard
Institution:
The Objective Standard
Abstract:
More and more Americans are coming to recognize the superiority of private schools over government-run or “public” schools. Accordingly, many Americans are looking for ways to transform our government-laden education system into a thriving free market. As the laws of economics dictate, and as the better economists have demonstrated, under a free market the quality of education would soar, the range of options would expand, competition would abound, and prices would plummet. The question is: How do we get there from here? Andrew Bernstein offered one possibility in “The Educational Bonanza in Privatizing Government Schools” (TOS, Winter 2010-11): Sell government schools to the highest bidders, who would take them over following a transitional period to “enable government-dependent families to adjust to the free market.” This approach has the virtues of simplicity and speed, but also the complication of requiring widespread recognition of the propriety of a fully private educational system—a recognition that may not exist in America for quite some time.
Topic:
Economics, Education, and Government
Political Geography:
America

322. Les madrasas chiites afghanes à l’aune iranienne : anthropologie d’une dépendance religieuse (The Afghan Shiites Madras in the Iranian news: the anthropology of religious dependance)

Author:
Fariba Adelkhah and Keiko Sakurai
Publication Date:
01-2011
Content Type:
Special Report
Institution:
Centre d'Etudes et de Recherches Internationales
Abstract:
As a social institution, the madras must be analyzed in terms of their relationship to social, econmomic and political change and to the public educational system whose bureaucratic organization they have copied. In the case of Afghanistan they cannot be disassociated from the war and its consequences, such as emigration and the reconstitution of ethno-religious affiliations. Financed and run by the diaspora, they enable the Shiite minority, notably Hazara, to reestablish itself in the central State and to provide a counterweight to the Pachtoune domination. They also contribute to the education of girls and children from disfavored social classes. The dependeance of Shiite education in Afghanistan on the Iranian clergy has organizational, theological, financial and symbolique benefits. But it is accompanied by a reinvention of, and separation from, the Iranian model which should, in the minds of the religous authorities, lead to a national schism in Afghanistan of which Kaboul hopes to be the spiritual capital. The asymetric Irano-Afghan interaction illustrates the relevance of the notion of « religous dependence ».
Topic:
Education, Religion, War, Ethnicity, and Anthropology
Political Geography:
Afghanistan, Iran, Middle East, and Asia

323. The Future of Work: What It Means for Individuals, Businesses, Markets and Governments

Author:
David Bollier
Publication Date:
03-2011
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
Over the course of the past generation, but especially since the World Wide Web emerged in 1994, digital technologies have been transforming the nature of work, the architectures of markets and the inner dynamics of organizations. They have also been altering the global economy and national cultures, which in turn is forcing governments to change how they build infrastructure, meet social needs and provide services.
Topic:
Economics, Education, Globalization, Government, International Trade and Finance, and Science and Technology

324. Government Transparency: Six Strategies for More Open and Participatory Government

Author:
Jon Gant and Nicol Turner-Lee
Publication Date:
03-2011
Content Type:
Working Paper
Institution:
Aspen Institute
Abstract:
Over the last several decades, local, state and federal government entities in the United States have steadily moved toward more openness and transparency.By definition, openness and transparency allow stakeholders to gather information that may be critical to their interests and offer channels of communication between stakeholders and elected officials. Aided by legislative mandates and public policy decisions, most government entities are now required to make a minimum amount of information available to citizens, operate in the “sunlight” and not behind closed doors, and actively engage citizens in the policy-making process.
Topic:
Corruption, Education, Government, and Science and Technology
Political Geography:
United States and America

325. How reform of the Fast Track Initiative should lead to a Global Fund for Education

Author:
Katie Malouf Bous
Publication Date:
01-2010
Content Type:
Policy Brief
Institution:
Oxfam Publishing
Abstract:
Remarkable progress has been made in the last ten years toward achieving the education-related Millennium Development Goals. Many more girls are in school and enrolment rates are on the rise, due to higher-quality aid and to political commitment in developing countries. However, these achievements could be derailed by the global economic crisis, newly falling aid levels, and educational challenges. With 72 million children still out of school, the world's poorest countries urgently need a global financing initiative that can deliver the resources to scale up to Education For All.
Topic:
Development, Education, and Gender Issues
Political Geography:
Africa

326. Rescuing Education for All: How reform of the Fast Track Initiative should lead to a Global Fund for Education

Author:
Katie Malouf Bous
Publication Date:
01-2010
Content Type:
Policy Brief
Institution:
Oxfam Publishing
Abstract:
The first decade of our new millennium was poised to go down in history as a hopeful turning point for the world's children. Remarkable progress was being forged across the developing world, spurred by a new global commitment to the Education For All (EFA) goals. These goals were answered by substantial increases in aid during the first half of the decade, extensive debt relief, and a growing political commitment to education in developing countries. The EFA Fast Track Initiative was also establ ished in 2002 as a global partnership to support national efforts to reach universal primary education.
Topic:
Development, Education, Globalization, and Financial Crisis

327. Behind the Curtain: Assessing the Case for National Curriculum Standards

Author:
Neal McCluskey
Publication Date:
02-2010
Content Type:
Working Paper
Institution:
The Cato Institute
Abstract:
The argument for national curriculum standards sounds simple: set high standards, make all schools meet them, and watch American students achieve at high levels. It is straightforward and compelling, and it is driving a sea change in American education policy.
Topic:
Development, Education, and Culture
Political Geography:
United States and America

328. Graduate Education and Professional Practice in International Peace and Conflict

Author:
Nike Carstarphen, Craig Zelizer, Robert Harris, and David J. Smith
Publication Date:
08-2010
Content Type:
Working Paper
Institution:
United States Institute of Peace
Abstract:
Graduate-level academic institutions are not adequately preparing students for careers in international peace and conflict management. Curricula need to incorporate more applied skills, cross-sectoral coursework, and field-experience opportunities. Unlike most faculty, students, and alumni, employers see substantial room for improvement in preparing students for the field. Overseas experience is, for employers, the most valuable asset. General project management skills—program planning and design, monitoring and evaluation, computer literacy, report writing skills, budgeting, staff management, research skills, grant writing, and knowledge of the funding and policy world—and cross-cultural competencies and language skills are critical. International peace and conflict management practices increasingly overlap with more traditional work, such as human rights, humanitarian issues, and development programming. Employers want candidates who have a holistic understanding of international conflict work, specialized knowledge and skills, practical know-how, and political savvy, yet often fail to grasp what academic programs are in fact teaching students to prepare them for the field. Academic programs need to strengthen their outreach and interaction with employers and to market the value of their programs. To better prepare themselves for the field, recent graduates and alumni are seeking to increase their applied education, field experience, project management skills, mentoring, and career guidance.
Topic:
Conflict Resolution, Conflict Prevention, Education, Peace Studies, and Peacekeeping
Political Geography:
United States

329. Education and Conflict in Haiti

Author:
Ketty Luzincourt and Jennifer Gulbrandson
Publication Date:
08-2010
Content Type:
Working Paper
Institution:
United States Institute of Peace
Abstract:
The massive earthquake of January 2010 devastated almost every aspect of Haitian society, but it also presented an excellent opportunity to address the problems of the largely dysfunctional education sector. Education has not only served to prevent, mitigate, and resolve conflict in Haiti, it has also functioned as an underlying cause of, contributor to, and trigger for violent conflict. These issues must be addressed if Haiti's rebuilding efforts are to succeed. The Haitian authorities need to implement substantial structural reforms to address past policies of exclusion and overcentralization, as well as financial and language barriers. Primary education for all children under the age of fourteen should be free and compulsory. Substantial investment is needed in vocational training, as well as in adult education and civic and peace education. Teacher and technical education should be promoted through campaigns to improve the status of these professions, incentives to participate in pre-service and in-service programs, and financial and other awards. Curriculum and training options need to reflect the number and types of jobs that may be available after students graduate, providing the skills necessary to support a modern economy. The state should work with the private sector in expanding public-private partnerships, for example in the areas of school construction, scholarships, trainee programs, long-distance radio programs, and internships. Haiti needs to do much more to develop students' and teachers' capacities to manage conflict peacefully by making teaching methods more student-centered, promoting critical thinking and creative problem solving, and reforming curriculum to encourage tolerance and inclusion. The international community must recognize that long-term security and development depend on a well-functioning education system. The international community can help by assisting with the establishment of a clear strategic plan for education, including ways to monitor and assess reform.
Topic:
Education, Humanitarian Aid, and Natural Disasters
Political Geography:
Caribbean and Haiti

330. Conflict Prevention: Principles, Policies and Practice

Author:
Lawrence Woocher, Jonas Claes, and Abiodun Williams
Publication Date:
08-2010
Content Type:
Policy Brief
Institution:
United States Institute of Peace
Abstract:
Conflict prevention is widely endorsed in principle—including in the 2010 U.S. National Security Strategy—but too rarely put into serious practice. It is thus important to narrow the gap between rhetoric and action in preventing violent conflicts. The interest of elites in exploiting ethnic differences for political gains, the absence of well-established mechanisms for prevention in certain regions, and the destabilizing role of external meddling continue to impede the development of effective prevention strategies. Yet, much progress has been made in the field of conflict prevention, both at the normative and the operational levels. As a crucial actor in conflict prevention, the United States should work with others to forge a consistent approach to countries at risk, urge countries to deal with arbitrary borders through negotiation rather than violence, and support greater cooperation between regional organizations.
Topic:
Conflict Resolution, Conflict Prevention, Education, and Political Theory
Political Geography:
United States