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41. Realism (Syllabus Resource)

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
10-2020
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
The following is material to consider for your syllabus. Specifically, there is: Scholarly writing on Realism written by diverse scholars and experts; Scholarly writing providing geographic variety and geographically varied perspectives; Studies and analyses examining diversity, equity and inclusion-related dimensions of Realism.
Topic:
Education, Realism, International Relations Theory, and Syllabus
Political Geography:
Global Focus

42. National Security and Defense (Syllabus Resource)

Author:
Peace and Security (GIWPS) Georgetown Institute for Women
Publication Date:
10-2020
Content Type:
Special Report
Institution:
Georgetown Institute for Women, Peace and Security (GIWPS)
Abstract:
The following is material to consider for your syllabus. Specifically, there is: Scholarly writing on national security and defense written by diverse scholars and experts; Scholarly writing providing geographic variety and geographically varied perspectives; Studies and analyses examining diversity, equity and inclusion-related dimensions of national security and defense.
Topic:
Defense Policy, Education, National Security, and Syllabus
Political Geography:
Global Focus

43. Global Health Security – COVID-19 and School Closures: Why Education Sector Needs Protecting

Author:
Tamara Nair
Publication Date:
04-2020
Content Type:
Commentary and Analysis
Institution:
Centre for Non-Traditional Security Studies, S. Rajaratnam School of International Studies
Abstract:
Around 90 percent of the world’s students are currently out of school as a result of the global pandemic. How prepared are we to face the fallout of having schools closed for this long?
Topic:
Education, COVID-19, Health Crisis, and Labor Rights
Political Geography:
Global Focus

44. Job loss and household labor supply adjustments in developing countries: Evidence from Argentina

Author:
Matias Ciaschi
Publication Date:
12-2020
Content Type:
Working Paper
Institution:
Center for Distributive, Labor and Social Studies (CEDLAS)
Abstract:
Using longitudinal data for Argentina, this paper measures the labor supply reaction of different household members to a breadwinner’s job loss. Firm events and local unemployment shocks are exploited as exogenous sources of variation to estimate the causal effect. Our main findings show that job loss by the male household head has a significant and substantial effect on the labor supply response of other household members, both at the extensive and intensive margin. While we do not find any effect on daughters, female partners and sons increase their labor market participation. The latter are also more likely to drop out from the educational system. These results are stronger among economically vulnerable households.
Topic:
Development, Education, Labor Issues, and Employment
Political Geography:
Global Focus

45. Gender Gaps in Education: The Long View

Author:
David Evans, Maryam Akmal, and Pamela Jakiela
Publication Date:
01-2020
Content Type:
Working Paper
Institution:
Center for Global Development (CGD)
Abstract:
Many countries remain far from achieving gender equality in the classroom. Using data from 126 countries between 1960 and 2010, we document four facts. First, women are more educated today than fifty years ago in every country in the world. Second, they remain less educated than men in the vast majority of countries. Third, in many countries with low levels of education for both men and women in 1960, gender gaps widened as more boys went to school, then narrowed as girls enrolled; thus, gender gaps got worse before they got better. Fourth, gender gaps rarely persist in countries where boys are attaining high levels of education. Most countries with large, current gender gaps have low levels of male educational attainment. Many also perform poorly on other measures of development such as life expectancy and GDP per capita. Improving girls’ education is an important goal in its own right, but closing gender gaps in education will not be sufficient to close critical gaps in adult life outcomes.
Topic:
Education, Gender Issues, Labor Issues, Inequality, Feminism, and Equality
Political Geography:
Global Focus

46. The Limits of Accounting-Based Accountability in Education (and Far Beyond): Why More Accounting Will Rarely Solve Accountability Problems

Author:
Dan Hoing and Lant Pritchett
Publication Date:
05-2019
Content Type:
Working Paper
Institution:
Center for Global Development (CGD)
Abstract:
Accountability is rightly at the center of the conversation regarding how to improve governance systems, particularly health and education systems. But efforts to address accountability deficits often focus primarily on improving what can be counted and verified—what we term “accounting-based accountability.” We argue that introducing greater accounting-based accountability will only very rarely be the appropriate solution for addressing accountability problems. We illustrate this by exploring the role of Accountability ICT in (not) improving education system performance. Strengthening “real” accountability is not the same as improving data systems for observation and verification, and often attempts at the latter undermine the former. The development discourse’s frequent semantic misunderstanding of the term “accountability” has pernicious real-world consequences with real effects on system reform efforts and ultimately global welfare.
Topic:
Education, Governance, Accountability, and Welfare
Political Geography:
Global Focus

47. What We Learn about Girls’ Education from Interventions that Do Not Focus on Girls

Author:
David Evans and Fei Yuan
Publication Date:
07-2019
Content Type:
Working Paper
Institution:
Center for Global Development (CGD)
Abstract:
Despite dramatic global gains in access to education, 130 million girls of school age remain out of school. Among those who do enter, too many do not gain the essential skills to succeed after they complete their schooling. Previous efforts to synthesize evidence on how to improve educational outcomes for girls have tended to focus on interventions that are principally targeted to girls, such as girls’ latrines or girls’ scholarships. But if general, non-targeted interventions—those that benefit both girls and boys—significantly improve girls’ education, then focusing only on girl-targeted interventions may miss some of the best investments for improving educational opportunities for girls in absolute terms. This review brings together evidence from 270 educational interventions from 177 studies in 54 low- and middle-income countries and identifies their impacts on girls, regardless of whether the interventions specifically target girls. The review finds that to improve access and learning, general interventions deliver gains for girls that are comparable to girl-targeted interventions. At the same time, many more general interventions have been tested, providing a broader menu of options for policy makers. General interventions have similar impacts for girls as for boys. Many of the most effective interventions to improve access for girls are household-based (such as cash transfer programs), and many of the most effective interventions to improve learning for girls involve improving the pedagogy of teachers. Girl-targeted interventions may make the most sense when addressing constraints that are unique to girls.
Topic:
Education, Children, Women, and Feminism
Political Geography:
Global Focus

48. Girls Leading: From Rural Economies to Global Solutions

Author:
Catherine Bertini
Publication Date:
10-2019
Content Type:
Special Report
Institution:
Chicago Council on Global Affairs
Abstract:
An estimated 3 billion of the world’s 6.9 billion people live in rural areas of the developing world. More than 60 percent of them live in poverty. Poverty affects women and girls disproportionately; rural girls face the triple challenges to their empowerment and well-being by virtue of their youth, gender, and location. Investing in rural girls’ health and safety, as well as their personal and professional development, has the potential to transform rural economies. Girls Leading: From Rural Economies to Global Solutions—available as both a fully online digital experience and as a PDF—is a collection of diverse perspectives from 20 authors around the world. The authors share their research and stories of personal struggle and triumph to highlight the needs of rural girls and solutions to the challenges they face. The report also includes recommendations, arranged by age group, for critical moments in a girl’s life where both small and large actions can make a huge difference. Many of the most pressing global issues—climate change, economic development, health, and education—demand that we consider rural girls. The world changes as their lives change. Join the conversation at #GirlsLeading.
Topic:
Climate Change, Development, Education, Gender Issues, Health, Poverty, Children, Women, Economy, Youth, and Rural
Political Geography:
Global Focus

49. Mitigating the Effects of Trauma among Young Children of Immigrants and Refugees: The Role of Early Childhood Programs

Author:
Maki Park and Caitlin Katsiaficas
Publication Date:
04-2019
Content Type:
Policy Brief
Institution:
Migration Policy Institute (MPI)
Abstract:
A child’s early years are a time of exceptional growth, and ones that can be profoundly affected by traumatic experiences. Research has firmly disproven the idea that infants and toddlers are “too young” to be affected by such experiences, leading to an increased awareness of the need for trauma-informed services for children. Early childhood education and care (ECEC) programs have the potential to play a central role in identifying and addressing the effects of trauma, with lifelong benefits. Discussions of how to build a trauma-informed approach into ECEC programs, however, generally do not take into account the unique experiences of children of refugees and other immigrants. For example, children who are themselves refugees may have experienced persecution and flight, while U.S.-born children with refugee parents may be affected by such experiences secondhand. Other postmigration stressors, such as chronic exposure to discrimination or, among families with unauthorized immigrant members, fear of deportation can also affect young children’s socioemotional and cognitive development. This issue brief explores the types of trauma that may affect young children in immigrant families, what the effects of those experiences may be, and what can be done to protect children against them. Among these opportunities: promoting the systematic use of mental health screening tools that are appropriate both for young children and for use across cultures, and boosting collaboration between ECEC providers, health services, and organizations that work with immigrants to ensure that young children and their families are referred to needed services in a timely fashion.
Topic:
Education, Children, Refugees, Immigrants, and Trauma
Political Geography:
Global Focus

50. Awareness and Availability of Institutional Repository: Perceptions of Pakistani Research Scholars

Author:
Saqib Ur Rehman, Muhammad Aamir Hashmi, and Abdul Jabbar
Publication Date:
07-2019
Content Type:
Journal Article
Journal:
South Asian Studies
Institution:
Department of Political Science, University of the Punjab
Abstract:
Information has become a valued commodity in this age of globalization. Information centers all over the world are now better equipped to manage information due to advancement in Information and Communication Technologies (ICTs). In this context, Institutional Repositories (IRs) provide a unique platform for information management through new ways of Information Storage and Retrieval (ISR) and digitization. The awareness regarding Open Access Publishing (OAP) and attitudes of IR users are very important contributing factors in success of any institutional repository. The paper is an attempt to highlight the necessary role of IR in building the academic capabilities of research scholars in South Asian region. This paper focuses on perception evaluation of research scholars regarding IR in terms of awareness, and availability of IR. A questionnaire based survey method has been employed to collect data from research scholars. It has been found that most of the participants are aware of the existence of the IR. They showed that they are capable to use IR. The study will be helpful in providing practical implications for other institutions to initiate IR.
Topic:
Education, Science and Technology, and Research
Political Geography:
Pakistan, South Asia, and Global Focus