Search

Begin New Search Topic Education

51. 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
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

52. Theories of Democratic Change Phase III: Transitions from Conflict

Author:
Jennifer R. Dresden, Thomas E. Flores, and Irfan Nooruddin
Publication Date:
03-2019
Content Type:
Working Paper
Institution:
Institute of International Education
Abstract:
The notion that robust democracy and violent conflict are linked is commonplace. Many observers of international politics attribute violent conflict in contexts as diverse as Myanmar and Syria to failures of democracy. Conversely, most agree that continuing political violence undermines any effort to build strong democratic institutions in Libya or South Sudan. As a matter of policy, democratization has often been promoted not only as an end in itself but as a means toward building peace in societies scarred by violence. Development professionals tackle these challenges daily, confronting vicious cycles of political violence and weak democratic institutions. At the same time, scholars have dedicated intense scrutiny to these questions, often finding that the interrelationships between conflict and democracy belie easy categorization. This report, the third in a series on democratic theories of change, critically engages with this literature to ask three questions: Under what circumstances do democratic practice or movement toward democracy quell (or exacerbate) the risk of different kinds of violent conflict? Under what circumstances do the risk and experience of violent conflict undermine democratic practice? How can external interventions mitigate risks and capitalize on opportunities inherent in transitions to democracy and peace? To answer these questions, a research team at George Mason University and Georgetown University spent eight months compiling, organizing, and evaluating the academic literature connecting democratic practice and violent conflict, which spans the fields of political science, economics, peace studies, anthropology, sociology, and psychology. This work was funded by USAID’s Center of Excellence on Democracy, Human Rights, and Governance (the DRG Center), under the Institute of International Education’s (IIE’s) Democracy Fellows and Grants Program. Beginning in May 2018, the authors organized a team of three research assistants, who read and summarized more than 600 journal articles, books, reports, and newspaper articles. The resulting White Paper was the subject of an August 2018 workshop with representatives from USAID and an interdisciplinary group of eight scholars with expertise in conflict and democracy. Based on their feedback, the authors developed a new Theories of Change Matrix and White Paper in October 2018. This draft received further written feedback from USAID and another three scholars. The core team then revised the report again to produce this final draft. This report’s approach to the literature differs from past phases of the Theories of Democratic Change project. While past reports detailed the hypothesized causes of democratic backsliding (Phase I) and democratic transitions (Phase II), this report focuses on the reciprocal relationship between democratic practice and conflict. The report therefore organizes hypotheses into two questions and then sub-categories within each question.
Topic:
Democratization, Development, Education, Democracy, Conflict, Political Science, and USAID
Political Geography:
Libya, Syria, North America, Myanmar, South Sudan, Global Focus, and United States of America

53. Transformative Pathways to Interfaith Leadership

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
For ten years, the John Paul II Center for Interreligious Dialogue, an initiative of The Russell Berrie Foundation (RBF) and The Pontifical University of St. Thomas Aquinas (Angelicum), has supported the next generation of religious leaders with a comprehensive understanding of and dedication to interfaith issues and action (2008 – 2018). The Russell Berrie Fellowship in Interreligious Studies, administered by the John Paul II Center and the Institute of International Education (IIE), has supported 87 Fellows from over 33 countries to study at the Angelicum and impact their professional lives and their work in their communities and parishes. In 2018, the Foundation commissioned IIE to conduct an impact evaluation of the John Paul II Center and the Russell Berrie Fellowship, measuring the program’s success in achieving its goals. The evaluation included survey responses from 58 Russell Berrie Alumni (76% response rate), and 30 interviews with key stakeholders, including Russell Berrie Alumni, their community members, leaders in interreligious dialogue (IRD), John Paul II Center leadership, and program staff from RBF and IIE.
Topic:
Education, Religion, Leadership, and Survey
Political Geography:
North America, Global Focus, and United States of America

54. TechWomen Evaluation Report Year 7

Author:
Institute of International Education
Publication Date:
02-2019
Content Type:
Special Report
Institution:
Institute of International Education
Abstract:
This report presents findings from a TechWomen program evaluation conducted in 2018 by IIE’s Research, Evaluation, and Learning team. The evaluation assessed change in participants’ professional skills and capacities. The evaluation team utilized Social Network Analysis methodology to measure development of the participants’ professional networks with each other and with STEM professionals in the U.S. The report also outlines how the program impacted participants’ and mentors’ cross-cultural understanding and exchange of professional best practices. Finally, the report highlights program’s impact on participants’ and mentors’ communities and specifically on women and girls. TechWomen is an initiative of the U.S. Department of State’s Bureau of Educational and Cultural Affairs implemented by IIE. Launched in 2011, the program supports the United States’ global commitment toward advancing the rights and participation of women and girls around the world by enabling them to reach their full potential. TechWomen empowers, connects and supports the next generation of women leaders in science, technology, engineering and mathematics (STEM) from Africa, Central and South Asia, and the Middle East by providing them the access and opportunity needed to advance their careers, pursue their dreams, and inspire women and girls in their communities.
Topic:
Education, Government, Science and Technology, Culture, Women, and Higher Education
Political Geography:
Africa, South Asia, Central Asia, Middle East, North America, and United States of America

55. Is there an anti-politics of electricity? Access to the grid and reduced political participation in Africa

Author:
Jennifer N. Brass, Kirk Harris, and Lauren M. MacLean
Publication Date:
05-2019
Content Type:
Working Paper
Institution:
Afrobarometer
Abstract:
Almost all African states face pressure to deliver improved public services to their citizens. In both emerging democracies and persistent authoritarian regimes, politics profoundly shapes how states distribute public goods such as roads, schools, health clinics, and electricity access (Briggs, 2014; Dixit & Londregan, 1996; Harding & Stasavage, 2014; Kramon & Posner, 2013; Min, 2015; Weingast, Shepsle, & Johnsen, 1981). But in addition to questions of how politics shapes distributive outcomes, scholars have recently turned to a new question: How does variation in public service provision subsequently shape political participation (Bodea & LeBas, 2016; Harding, 2015)? Here, the findings are less clear. Where some authors find that the receipt of public service provision stimulates participation (Bleck, 2015; Wantchekon, Klašnja, & Novta, 2015), others caution that service provision may actually undermine engagement or have no effect (Croke, Grossman, Larreguy, & Marshall, 2015; Kam & Palmer, 2008; Mattes & Mughogho, 2009). Most of this literature has focused on the political effects of the delivery of social welfare services, especially education. Meanwhile, the political effects of electricity provision have been largely overlooked. Electricity provision is important for political outcomes for several reasons. Historically, in some African countries, electricity provision was tightly linked to the independence struggle and to rights of citizenship (MacLean, Gore, Brass, & Baldwin, 2016). Yet despite these expectations, African countries continue to have the lowest rates of electrification in the world. Only about one-third of Africans have access to electricity (International Energy Agency, 2014), and only two-thirds live in a community with any grid access (Oyuke, Penar, & Howard, 2016), and these rates are much lower in rural areas in most countries (Leo, Morello, & Ramachandran, 2015).
Topic:
Education, Democracy, Public Policy, Public Sector, Electricity, and Public Health
Political Geography:
Africa

56. Women’s Education and Professionalism in Post-Conflict Liberia

Author:
Tanya Ansahta Garnett and Kari Øygard
Publication Date:
08-2019
Content Type:
Journal Article
Journal:
The Journal of Diplomacy and International Relations
Institution:
School of Diplomacy and International Relations, Seton Hall University
Abstract:
Liberia presents a unique case study in the constant evolution of gender roles in post-conflict African States. Seizing upon the social transformation of the post-conflict environment, Liberian women built upon their peacebuilding roles in an attempt to leverage their newly expanded presence in the public sphere into broader professional and political representation. Though women’s renewed civic engagement and the election of Ellen Johnson Sirleaf seemed to solidify women’s gains, Liberia remains a largely patriarchal society where women continue to be defined through an essentialist perspective – as wives, mothers, and peacemakers. Instead of fighting against this perception and the patriarchal status quo, women have largely played into this, understanding that it is an entry point by which they can justify their space in the decision-making process. Playing into this essentialism has been fruitful for several women’s peacebuilding organizations in the reconstruction era and has afforded them access to financing from international organizations eager to support their own simplified notions of gender mainstreaming. However, the inability of this approach to meaningfully shift the status quo is apparent when analyzing the struggles that professional women continue to face even as they attain an education and attempt to enter political life. This paper argues that while the essentialist approach to increasing women’s representation may appear to be an effective strategy initially, it continues to limit meaningful change in gender equality in the long-run. This paper concludes by making recommendations for policymakers and international organizations interested in furthering women’s political representation and participation in more meaningful and sustainable ways.
Topic:
Education, Gender Issues, Women, Inequality, and Peace
Political Geography:
Africa and Liberia

57. Shaping Arctic Policy: The Minutes of the Eskimo Affairs Committee, 1952-1962

Author:
Peter Clancy and P. Whitney Lackenbauer
Publication Date:
01-2019
Content Type:
Book
Institution:
Centre for Military, Security and Strategic Studies
Abstract:
During the 1950s, the Eskimo Affairs Committee played a significant role in shaping a new set of policy initiatives that Ottawa was framing toward Inuit. The record of the committee’s activities offers important insight into development-administration in-the-making, covering a wide swatch of issues from education to health care, the case for a new field administration, proposals for expanded credit channels, and measures to extend the scope of wage employment and small manufacturing.
Topic:
Education, Health Care Policy, Employment, and Eskimo Affairs
Political Geography:
Canada, North America, and Arctic

58. Setting an example? Spillover effects of Peruvian Magnet Schools

Author:
Alejandro Herrera, Mariel Bedoya, Bruno Gonzaga, and Karen Espinoza
Publication Date:
03-2019
Content Type:
Working Paper
Institution:
Institute for Advanced Development Studies (INESAD)
Abstract:
In this paper we use a Multi-Cutoff Fuzzy Regression Discontinuity Design to evaluate spillover effects of students enrolled into Peruvian public magnet schools, Colegios de Alto Rendimiento (COAR), on educational outcomes of younger students in their schools of origin. Using administrative data from the Ministry of Education for 2016, we find that having at least one student admitted in a COAR school causes some negative spillover effects on math test scores of students from the following cohort. No evidence of statistically significant results is found for verbal and history test scores, nor for self-reported educational expectations. We discuss potential causes and reasons that may explain our results.
Topic:
Development, Economics, and Education
Political Geography:
Latin America and Peru

59. School Consolidation in Rajasthan: Implementation and Short Term Effects

Author:
Mridusmita Bordoloi and Ritwik Shukla
Publication Date:
08-2019
Content Type:
Working Paper
Institution:
Centre for Policy Research, India
Abstract:
This paper attempts to add to the given literature by undertaking a detailed analysis of school consolidation process in Rajasthan. It seeks to answer the following questions:- First, what are the specific criteria and conditions for closure of schools and their consolidation with other schools and whether they were adhered to by the state administration? Second, whether school consolidation led to improvements in enrolment, availability of teachers, and essential school infrastructure facilities as mandated by the Right of Children to Free and Compulsory Education (RTE) Act, 2010.
Topic:
Education, Infrastructure, Social Policy, and Legislation
Political Geography:
South Asia, India, and Asia

60. Integrated Child Development Services (ICDS)By AVANI KAPUR and RITWIK SHUKLA

Author:
Avani Kapur and Ritwik Shukla
Publication Date:
07-2019
Content Type:
Policy Brief
Institution:
Centre for Policy Research, India
Abstract:
The Integrated Child Development Services is the Government of India’s (GoI’s) flagship programme aimed at providing basic education, health, and nutrition services for early childhood development. This brief uses government data to analyse ICDS performance along the following parameters: Allocations, releases, and expenditures; Component-wise trends; Human and physical resources; Coverage, and Outcome.
Topic:
Development, Education, Government, Health, Budget, and Children
Political Geography:
South Asia, India, and Asia