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461. Developing Media in Stabilization and Reconstruction Operations

Author:
Emily Hsu and Yll Bajraktari
Publication Date:
10-2007
Content Type:
Working Paper
Institution:
United States Institute of Peace
Abstract:
In war-torn societies, the development of independent, pluralistic, and sustainable media is critical to fostering long-term peace and stability. Post-conflict civilian populations are particularly vulnerable to manipulation by mass media as tensions run high and the possibility of violent relapse remains strong. Many civilians harbor deep skepticism and mistrust of the media, being accustomed to platforms that are controlled either by the state or by political groups looking to further their political agendas. An effective media strategy can mitigate postwar tensions by elevating moderate voices and dampening extremist ones. It can create peaceful channels through which differences can be resolved without resort to violence. The creation of a robust media culture will also allow citizens to begin holding their government accountable for its actions and ensuring its commitment to democracy. Efforts to develop local media institutions should be undertaken separately from attempts to develop strategic communications. In an increasing number of non-permissive envi¬ronments (i.e., environments where security is not fully established), the distinction between these two endeavors is blurred because of a mistaken assumption among some players that both activities share the same purpose and goal. A poorly developed media strategy can be detrimental in a war-ravaged country still rife with violence. A hastily conceived plan may reinforce divisions between warring parties or create a weak media sector that is vulnerable to exploitation by warlords, political patrons, and spoilers. Media development efforts also fail when the public does not trust them to establish a credible source of information. Ideally, given the media's capacity to shape war-torn countries, interveners should apply a coherent strategy in the pursuit of media development. Unfortunately, no such strategy yet exists and thus interveners have little guidance as to what tools and methods work best in the development of media institutions. In fact, media development is still conducted on an ad hoc basis from conflict to conflict. This report seeks to fill this strategic gap. More particularly, it recommends that interveners take the following series of steps as they generate a strategy for media development in post-conflict zones.
Topic:
Conflict Resolution, Democratization, Development, Education, and War

462. Globalisation and Higher Education

Author:
Simon Marginson and Marijk van der Wene
Publication Date:
07-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
Economic and cultural globalisation has ushered in a new era in higher education. Higher education was always more internationally open than most sectors because of its immersion in knowledge, which never showed much respect for juridical boundaries. In global knowledge economies, higher education institutions are more important than ever as mediums for a wide range of cross-border relationships and continuous global flows of people, information, knowledge, technologies, products and financial capital. Even as they share in the reinvention of the world around them, higher education institutions, and the policies that produce and support them, are also being reinvented. For the first time in history every research university is part of a single world-wide network and the world leaders in the field have an unprecedented global visibility and power. Research is more internationalised than before and the mobility of doctoral students and faculty has increased. The specifically global element in academic labour markets has gained weight, especially since the advent of global university rankings. This working paper explores the issues for national policy and for individual institutions. Part I provides an overview of globalisation and higher education and the global responses of national systems and individual institutions of higher education. Part II is focused on certain areas of policy with a strong multilateral dimension: Europeanisation, institutional rankings and typologies and cross-border mobility.
Topic:
Education, Globalization, Multilateralism, and Higher Education
Political Geography:
Global Focus

463. Improving Education Outcomes in the Slovak Republic

Author:
David Carey
Publication Date:
07-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
Improving education outcomes is vital for achieving convergence with GDP per capita levels in Western European countries and for reducing income inequality. While some education outcomes are favourable, such as the low secondary-school drop-out rate, others have room for improvement: education achievement is below the OECD average and strongly influenced by socio-economic background; Roma children, who are mainly from disadvantaged socio-economic backgrounds, have particularly poor achievement; labour-market outcomes are poor for graduates of secondary vocational programmes not leading to tertiary education; and tertiary attainment is low, albeit rising. Reforms have been made in recent years or are planned to address many of these weaknesses, but much remains to be done. In particular, more progress needs to be made in increasing participation in early childhood education and care, reducing stratification in the education system, helping Roma children to integrate into the education mainstream, and in attracting high quality graduates to teaching, especially in socio-economically disadvantaged schools. In addition, secondary vocational education not leading to tertiary education needs to be made more pertinent to labour-market requirements. Tertiary education also needs to be made more attractive for technical secondary school graduates.
Topic:
Education, Labor Issues, Income Inequality, and Socioeconomics
Political Geography:
Europe and Eastern Europe

464. Enhancing Incentives to Improve Performance in the Education System in France

Author:
Paul O'Brien
Publication Date:
08-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
The French education system has a mixed record. A generally very successful pre-school and primary school level contrasts with underfunded public universities with high dropout rates which exist alongside very successful higher education institutions for elites. Initial education, especially secondary education and the universities, along with labour market policies themselves, do not always succeed in improving labour market entry for a significant proportion of young people. Parts of the management of education have been decentralised, yet educational institutions themselves generally have a very restricted degree of autonomy. The system of performance measurement and incentives, at all levels of education, needs to be reviewed.
Topic:
Education, Labor Issues, National & provincial initiatives, and Decentralization
Political Geography:
Europe and France

465. Using Minimum Energy in Ireland's Schools

Author:
John Dolan
Publication Date:
09-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
This article explains how Ireland has incorporated low energy design into primary and post-primary schools and gives an overview of projects that have helped inform this approach.
Topic:
Education, Energy Policy, Science and Technology, and Green Technology
Political Geography:
Europe and Ireland

466. Universities, the State and the Market: Changing Patterns of University Governance in Sweden and Beyond

Author:
Lars Engwall
Publication Date:
10-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
This paper analyses changes in the governance of universities as a result of growing demands from society as well as of a strong penetration of management ideology into all kinds of institutions. For this purpose the paper uses a theoretical framework focusing on two governance mechanisms in social systems: entry control and performance control. These belong to a larger set of homogenising forces, which the new institutionalists label as (1) coercive, (2) normative and (3) mimetic. Using this theoretical framework to analyse the development of Swedish universities, the author concludes that their governance has undergone a considerable change. Coercive forces that were previously exercised through detailed budgeting have, in recent years, been operating through representation in leading bodies and through the selection of university leaders. This has occurred through a crowding out of normative forces. At the same time there have been strong mimetic forces based on modern management ideas.
Topic:
Education, Governance, Higher Education, and Management
Political Geography:
Europe, Sweden, and Scandinavia

467. Values, Ethics and Teacher Education A Perspective from Pakistan

Author:
Rukhsana Zia
Publication Date:
10-2007
Content Type:
Working Paper
Institution:
The Organisation for Economic Co-operation and Development
Abstract:
Values and ethics are automatically incorporated into any teaching/learning environment or endeavour, whether or not they are consciously stated objectives. The focus on “quality of education” has sharpened as people have become concerned about a perceived rise in materialism as standards of living have improved; materialistic ambitions increasingly fill the ideological gap created by the move to a pluralistic society in which there is a less general consensus of values and ethics. There is increasing demand for insight into the potential of the formal teaching/learning process for inculcating, learning/unlearning (as the case may be) and consolidating values. The manner in which teachers are trained has far-reaching implications for the youth in schools, and a systemic inquiry into the structure, role, responsibilities, aims and curricular objectives of teacher education is the obvious starting point. This paper tries to delineate the global normative aims of education as a model for assessing the composition of the teacher education curriculum in Pakistan. It looks at the intended curriculum, bearing in mind that the formal and the active curricula may not necessarily converge. The paper accepts that ethics and values education is still in a formative stage. However, one critical question that will remain open at the philosophical level is “which values should be included?” and this needs to be vigorously researched to establish guidelines that have global consensus. The next crucial question will then be “how best to teach to ensure that these ethics and values are internalised by learners?”
Topic:
Education, Culture, Ethics, and Values
Political Geography:
Pakistan and Middle East

468. Oxfam Publishing: Girls' Education in South Asia

Author:
Nicola Swainson
Publication Date:
02-2006
Content Type:
Policy Brief
Institution:
Oxfam Publishing
Abstract:
Because of deep-rooted gender inequalities, and because of the large population of South Asia, the region has the highest number of out-of-school girls in the world. This paper outlines some of the issues confronting practitioners, policy makers, and researchers in girls' education in South Asia, and explores what they can do to move towards high-quality and gender-equitable education for all.
Topic:
Development, Education, and Gender Issues
Political Geography:
South Asia

469. Upstate School Reform: The Challenge of Regional Geography

Author:
Kieran M. Killeen and John Sipple
Publication Date:
03-2006
Content Type:
Working Paper
Institution:
The Brookings Institution
Abstract:
As documented in four prior reports in this series, Upstate New York faces many common challenges, including economic decline, sprawling development, population and job loss, and concentrated poverty. The impact of these problems is not uniform across Upstate, however, as the regional landscape includes large and small cities, stable and unstable metropolitan economies, and economically isolated rural areas. The health and status of the K-12 educational systems is no exception.
Topic:
Civil Society, Development, Education, and Human Rights
Political Geography:
New York

470. Higher Education in Pennsylvania: A Competitive Asset for Communities

Author:
Jennifer S. Vey
Publication Date:
01-2006
Content Type:
Working Paper
Institution:
The Brookings Institution
Abstract:
In 2003, the Brookings Institution released a report on how to enhance Pennsylvania's economic competitiveness. “Back to Prosperity: A Competitive Agenda for Renewing Pennsylvania” called for the state to rejuvenate its many distinctive cities, towns, and older suburbs and to invest in the high quality service industries often located there. The Commonwealth's institutions of higher learning are among those industries.
Topic:
Development, Economics, Education, and Government
Political Geography:
Pennsylvania