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52. Economic Mobility across Generations: Old versus New EU Member States
- Author:
- Roy van der Weide, Ambar Narayan, and Mario Negre
- Publication Date:
- 01-2019
- Content Type:
- Policy Brief
- Institution:
- German Institute of Development and Sustainability (IDOS)
- Abstract:
- A country where an individual’s chances of success depend little on the socio-economic success of his or her parents is said to be a country with high relative intergenerational mobility. A government’s motivation for seeking to improve mobility is arguably two-fold. There is a fairness argument and an economic efficiency argument. When mobility is low, it means that individuals are not operating on a level playing field. The odds of someone born to parents from the bottom of their generation will be stacked against him or her. This is not only unfair but also leads to a waste of human capital, as talented individuals may not be given the opportunity to reach their full potential. Reducing this inefficiency will raise the stock of human capital and thereby stimulate economic growth. Since the waste of human capital tends to be concentrated toward the bottom of the distribution, the growth brought about by mobility-promoting policy interventions tends to be of an inclusive nature, in line with the spirit of Sustainable Development Goal (SDG) 10 on reducing inequality. For large parts of the world’s population, individual education is still too closely tied to the education of one’s parents, and there is a clear divide between the high-income and developing world. The patterns observed globally are also observed within Europe. Intergenerational mobility (or equality of opportunity) is visibly lower in the new member states (i.e. Eastern Europe), where national incomes are lower. Raising investment in the human capital of poor children towards levels that are more comparable to the investment received by children from richer families will curb the importance of parental background in determining an individual’s human capital. Countries at any stage of development can raise intergenerational mobility by investing more to equalise opportunities. The evidence strongly suggests that public interventions are more likely to increase mobility when: a) public investments are sufficiently large, b) are targeted to benefit disadvantaged families/ neighbourhoods, c) focus on early childhood, and d) when there is a low degree of political power captured by the rich.
- Topic:
- Education, Children, Inequality, Family, and Economic Mobility
- Political Geography:
- Europe, Global Focus, and European Union
53. The Power of International Education: Impact Analysis of IEE-Administered Programs, 2005-2015
- Author:
- Jodi Sanger
- Publication Date:
- 03-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- Abstract:
- IIE’s work has a direct, tangible impact on the lives of individuals and the lives of those in the communities that support them. Alumni of programs administered by IIE said that the experiences and skills they acquired during their programs led to positive outcomes in their careers and personal lives, inspiring them to give back to their communities and improve their organizations. To better understand the effects of participating in an IIE-administered program, IIE conducted a survey of grantees who completed IIE-administered programs between 2005 and 2015. In total, IIE’s Research, Evaluation and Learning (REL) team captured responses from more than 4,000 individuals who participated in 10 different programs. Grantees took part in programs focusing on language & culture, teaching & research, STEM & development, and leadership. Authored by Jodi Sanger, IIE Research Analyst, this report sheds light on how the experience of participating in an IIE-administered program lives on in many aspects of alumni’s lives. As IIE celebrates its centennial in 2019 and looks ahead to the next 100 years of international education, this report demonstrates the change that IIE-administered programs create, building closer connections across the world and opening minds to new ideas and cultures.
- Topic:
- Education, Culture, Language, and Higher Education
- Political Geography:
- Global Focus and United States of America
54. Leveraging Higher Education to Promote Social Justice: Evidence from the IFP Alumni Tracking Study
- Author:
- Mirka Martel
- Publication Date:
- 03-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- Abstract:
- The fifth report from our 10-year tracking study of the Ford Foundation International Fellowships Program (IFP), Leveraging Higher Education to Promote Social Justice: Evidence from the IFP Alumni Tracking Study finds that IFP alumni are prepared to confront social injustices and have received promotions in their careers as a result of participating in the program. Study results showed that responding IFP alumni believed that IFP helped them develop personal and professional attributes that have helped them achieve career success and combat social injustices. Nearly 84 percent of responding alumni said they were employed, while 89 percent received a promotion at work that they attributed to IFP, and 83 percent are currently in leadership positions. In total, 1,284 alumni from 22 countries responded to the survey, representing 33 percent of the IFP population.
- Topic:
- Education, Social Justice, and Higher Education
- Political Geography:
- North America, Global Focus, and United States of America
55. Social Justice and Sustainable Change: The Impacts of Higher Education
- Author:
- Mirka Martel
- Publication Date:
- 03-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- Abstract:
- Yielding the first findings from our 10-year impact study of the Ford Foundation International Fellowships Program (IFP), Social Justice and Sustainable Change shows that funding the post-graduate academic pursuits of emerging social justice leaders from marginalized groups leads to significant, measurable benefits for communities and organizations in their countries and throughout the world. The report shares the results of our 2015 IFP Global Alumni Survey, the first round of global data collection to occur during the course of tracking study. The findings reflect the responses of 1,861 IFP alumni from 22 different countries, capturing 43% of the program population. Findings from the report can be used to drive programmatic and policy decisions and shed light on research that supports the need for widening access to higher education in an effort to combat social inequality. The findings from Social Justice and Sustainable Change show that investing in higher education for individuals can have significant multiplier effects for communities, organizations, and societies. By studying the link between higher education and social justice and the effect that higher education can have on marginalized populations and leadership, Social Justice and Sustainable Change gives us a first look at the long-term impacts of international higher education programs like IFP.
- Topic:
- Education, Leadership, Social Justice, Higher Education, and Sustainability
- Political Geography:
- North America, Global Focus, and United States of America
56. 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 (IIE)
- 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
57. Transformative Pathways to Interfaith Leadership
- Author:
- Institute of International Education
- Publication Date:
- 02-2019
- Content Type:
- Special Report
- Institution:
- Institute of International Education (IIE)
- 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
58. Young Women & Girls Read, Lead & Build Peaceful Communities
- Author:
- Elenore Veillet-Chowdhurry
- Publication Date:
- 01-2019
- Content Type:
- Special Report
- Institution:
- Global Network of Women Peacebuilders (GNWP)
- Abstract:
- The need to address girls’ and women’s empowerment remains pressing now more than ever, as we live in times of some of the worst refugee and humanitarian crises witnessed to date. Women are disproportionately affected by these conficts, and engaging them in peacebuilding efforts by investing in their leadership skills will have a multiplier effect in countering extremism and achieving lasting peace. With these objectives at heart, NAMA Women Advancement Establishment (NAMA) and the Global Network of Women Peacebuilders (GNWP), launched the Girl Ambassadors for Peace Program (GA4P) in Bangladesh and Indonesia in 2017, in response to the escalating Rohingya crisis in these countries. The GA4P programme has trained 600 girls and young women above the age of 16 in Bangladesh (including Rohingya refugees). Sponsored by NAMA and developed collaboratively by GNWP and NAMA, this toolkit contains all materials used in the Bangladesh and Indonesia trainings, and includes interactive and instructive modules on all of the programme’s pillars: literacy, leadership, peacebuilding, economic empowerment, and the use of media, theater, and information and communication technologies. It has been translated to Bahasa and Bangla to ensure that it will be accessible to individuals, civil society organizations and institutions working at the grassroots level. It is important to mention that the security situation, economic divisions, and other challenges on the ground will differ from country to country. Any effort, thus, must have a locally-driven approach. Given the complexity of these goals, we believe in the power of leveraging collective strengths through strong partnerships in the territories we work in. NAMA’s outreach at both local and international levels is made possible by the unwavering support and guidance of Her Highness Sheikha Jawaher bint Mohammed Al Qasim, Wife of the Sharjah Ruler and Chairperson of NAMA. Extending our reach into new territories, combined with our partnerships with committed organizations, have helped take our message of creating an equitable world for women to a much larger audience. Dedicated, like-minded partners are critical to extending the reach of our expansion program to equip young women and girls with the necessary leadership and advocacy skills. At NAMA, we strongly believe that by empowering women and girls, we give peace, stability, and security a greater chance of success.
- Topic:
- Education, Peacekeeping, Feminism, Peace, and Gender
- Political Geography:
- Global Focus
59. Military higher education teaching and learning methodologies: An approach to the introduction of technologies in the classroom
- Author:
- Lúcio Agostinho Barreiros dos Santos, Nuno Alberto Rodrigues Santos Loureiro, Joaquim Manuel Martins do Vale Lima, José Augusto de Sousa Silveira, and Rui José da Silva Grilo
- Publication Date:
- 06-2019
- Content Type:
- Journal Article
- Journal:
- Security and Defence Quarterly
- Institution:
- War Studies University
- Abstract:
- The study focuses on the use of Information and Communication Technologies (ICT) in Military Higher Education, delimited to the present moment and to the current professors and students of the Military University Institute. This study aims to analyse the relationship between ICT and teaching and learning methodologies in the context of professional military education, with emphasis on the concept of innovation in the classroom, on teaching and learning styles and on the role of ICTs in learning. The study is based on a mixed research strategy combining deductive and inductive approaches, materialized in a case study, with data collected through questionnaires, interviews and documentary analysis. This article focuses on the conceptual framework and its interconnection with the methodological strategy for the empirical study. The results presented refer to the pilot validation test of the data collection instruments and indicate that, in general, students and teachers share the same teaching-learning styles and both students and teachers show a good propensity to use ICT in the classroom.
- Topic:
- Education, Science and Technology, Communications, Teaching, and Military
- Political Geography:
- Global Focus
60. Preparing for future security challenges with practitioner research
- Author:
- David Last, Travis Morris, and Bernadette Dececchi
- Publication Date:
- 06-2019
- Content Type:
- Journal Article
- Journal:
- Security and Defence Quarterly
- Institution:
- War Studies University
- Abstract:
- Mid-sized countries face a changing security environment, and cannot be certain that the knowledge and practices of the past will serve the future. The officers, professors, and researchers in defence universities are the custodians of military sciences that must adapt to these changing situations. Practitioner research should be modelled and encouraged in defence universities as a vehicle for advancing military sciences to meet new challenges. Previous practitioner research in higher and adult education has highlighted the need for experiential learning in other professions. The authors report on practitioner research by professors at pre-commission military academies to improve cadets’ understanding of peace and conflict. Military and police education is often experience-based, but there are few reports of practitioner research on its effectiveness, nor of combining peace and conflict education with out-of-classroom experiences. Legitimation Code Theory provides tools for understanding different teaching approaches. Comparing four cases of practitioner research on experiential learning the authors present models for practitioner research on teaching peace and conflict through out-of-classroom experiences, and conclude with means of evaluating learning experiences by pre-commission cadets, drawing on legitimation code theory. This is increasingly important for military academies striving to meet academic standards, but also to preserve professional values and young officer motivation to confront new challenges.
- Topic:
- Security, Education, Armed Forces, Research, Future, and Military
- Political Geography:
- Global Focus